Key Relationships between Locus of Control, Education Level, Social Capital, ‎Years of Service, and Job Satisfaction of Secondary School Teachers

Document Type : Original Article

Authors

1 Azad univeasity qom

2 .

10.22091/jrim.2024.10815.1072

Abstract

Teachers can be the most influential individuals in society, and job satisfaction can impact their personal lives and improve their work quality. The aim of this research was to study the relationship between locus of control, education level, social capital, and years of service on job satisfaction. The research method was descriptive and correlational. The statistical population included 340 high school teachers from Aran and Bidgol County. The sample size, determined using G*power software, was 85. The sampling strategy was simple random sampling. Standard questionnaires for social capital by Nahapiet and Ghoshal, locus of control by Rotter, and job satisfaction by Sator were used. To collect data, Cronbach's alpha for the questionnaires, obtained through a pilot study on 30 individuals, was as follows: the social capital questionnaire, 0.944; the locus of control questionnaire, 0.846; and the job satisfaction questionnaire, 0.885. The results of the one-sample t-test showed that the average internal locus of control was 12.44, higher than the cutoff score of 9, indicating an external locus of control among teachers. Additionally, the levels of social capital and job satisfaction were above the cutoff score of 3, indicating favorable conditions for social capital and job satisfaction among teachers. The study's findings showed that only social capital significantly affected job satisfaction, explaining 24.4% of the variations in job satisfaction in the model. Consequently, teachers with strong social connections in their professional communities experience higher levels of job satisfaction due to increased support, collaboration, and shared resources.

Keywords

Journal of research in instructional methods

Articles in Press, Accepted Manuscript
Available Online from 31 October 2024

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History

  • Receive Date: 31 May 2024
  • Revise Date: 30 June 2024
  • Accept Date: 04 October 2024

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