The Mediating Role of Self-Efficacy on the Effect of School Climate on Teachers’ Job Satisfaction
DOI:
https://doi.org/10.46328/ijres.1291Keywords:
Self-efficacy, School climate, Job satisfaction, EritreaAbstract
In this study, the direct effect of school climate on teacher job satisfaction and self-efficacy, and the indirect effect of school climate on job satisfaction through the mediation of self-efficacy were examined. The data was collected through a questionnaire from a randomly selected 833 teachers who teach at elementary, middle, and secondary schools in the central region of Eritrea. The data were analyzed using structural equation modeling. The result showed that three of the dimensions of school climate such as collegial support, professional development, and student behavior have a positive and significant direct effect on self-efficacy. Moreover, three dimensions of school climate such as school leadership support, professional development, and student behavior have a positive and significant direct effect on job satisfaction. On the other hand, self-efficacy mediates the effect of professional development, collegial support, and student behavior constructs of school climate on job satisfaction. Although the effects of these dimensions of school climate on job satisfaction through the mediation of self-efficacy are very low, still they seek more attention from the educators and school managers to see the interplay they have among themselves.
References
Fessehatsion, P.W. & Pai, P. (2025). The mediating role of self-efficacy on the effect of school climate on teachers’ job satisfaction. International Journal of Research in Education and Science (IJRES), 11(2), 341-357. https://doi.org/10.46328/ijres.1291
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