نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران
2 کارشناسی ارشد دانشگاه فرهنگیان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The aim of this study is to investigate the relationship between teaching styles on teachers' job satisfaction and emotional exhaustion, with reference to the mediating role of self-efficacy. The present research design is a descriptive correlational study in which the structural relationships between the research variables were examined using the latent model method. The statistical population of the study included all teachers employed in the 1403-1404 academic year in Abadeh , of whom 172 women (47.3%) and 192 men (52.7%) were selected using a simple sampling method and responded to the questionnaires on teaching style based on successful intelligence (Palouz and Maricuto, 2013), self-efficacy (Cheng et al., 2012), job satisfaction (Salvanava & Schöffli, 2001), and emotional exhaustion (Chen et al., 2019).
For descriptive data analysis and correlation matrix between research variables, software (SPSS version 27) was used, and for testing hypotheses and research model, software (AMOS version 24) was used. After fitting the model, the findings showed that intelligent teaching style had both a positive direct effect on job engagement (p=0.001, β=0.59) and a positive indirect effect (p=0.001, β=0.20). The results also showed that intelligent teaching style had a negative direct effect on emotional exhaustion (p=0.001, β=-0.21) and an indirect effect mediated by self-efficacy (p=0.001, β=-0.17).In line with the results of this study, it is suggested that in order to promote job enthusiasm and reduce emotional exhaustion, teachers should use various teaching methods, such as a teaching style based on the theory of successful intelligence, along with strengthening self-efficacy beliefs.
کلیدواژهها [English]
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