ABSTRACT

The level of satisfaction teachers experience in their profession not only has an impact on their personal life, but also influences the lives of their students and, thus, indirectly orients greater community at a certain level. This study proposed and tested a model of teacher job satisfaction predicted by self-efficacy, hope, resilience and optimism through the mediating role of prosocial behaviours. The sample included 372 teachers (120 males, 252 females) working in public schools. A path analysis was conducted to analyse the data. The results of the path analysis showed that the goodness of fit values for the proposed model were poor. A second model was generated by excluding hope from the model and adding a direct path from optimism to job satisfaction. The results for the adjusted model showed that self-efficacy, resilience and optimism hold a significantly positive relationship with prosocial behaviours, while prosocial behaviours enjoy a significantly positive relationship with job satisfaction among teachers. The adjusted model was found to explain a 20% variance in job satisfaction in the field, thus encouraging a discussion on the possible implications the study carries for teacher training and skill acquisition programmes.

摘要

教师在其职业中所获得的满意程度不仅会影响他们的个人生活，而且还会影响学生的生活，从而间接地将更大的社区定向到某个水平。这项研究提出并测试了教师工作满意度的模型，该模型通过亲社会行为的中介作用，通过自我效能感，希望，韧性和乐观情绪来预测。样本包括在公立学校工作的372名教师（120名男性，252名女性）。进行了路径分析以分析数据。路径分析的结果表明，所提出模型的拟合值的良好性较差。通过从模型中排除希望并添加从乐观到工作满意度的直接途径，生成了第二个模型。调整后的模型的结果表明，自我效能感，韧性和乐观感与亲社会行为呈显着正相关，而亲社会行为与教师工作满意度呈显着正相关。发现调整后的模型可以解释该领域工作满意度的20％差异，从而鼓励讨论该研究对教师培训和技能获取计划可能产生的影响。