خلاصة:
The aim of the present research، was identifying the relationship between teachers’ job attitude، sense of efficacy، collective efficacy، and their job commitment.The research sample consisted of 220 guidance school teachers (120 female، 100 male) who were selected from Kahrizak educational district of Tehran province through stratified sampling method. They completed Tschannen-Moran and Woolfolk Hoy’ teachers sense of efficacy questionnaire (2001); Goddard، Hoy، and Woolfolk Hoy’s teachers’ collective efficacy questionnaire (2000); Hoy، Woolfolk Hoy، and Kurz’s teachers’ job commitment questionnaire (2008) and Khaki’s teachers job attitude scale (1389). The results of stepwise regression analysis showed that job attitude، students engagement (from teachers’ sense of efficacy)، and task analysis component of teachers’ collective efficacy were predictors of their job commitment. These results were different in two genders: job attitude، students’ engagement and task analysis in females and students’ engagement and job attitude in males predict job commitment. In general، the relationship between job attitude، sense of efficacy، collective efficacy and job commitment was significant. The present findings indicated that when teachers have a positive job attitude، higher sense of efficacy، on the one hand and being motivated in their workplace، on the other hand، they are more likely to display higher job commitment.
ملخص الجهاز:
The findings of the present research showed that when teachers have a positive attitude toward their profession, possess high self-efficacy, and have a stimulating work environment, they demonstrate high job commitment.
Over the years, many studies have emphasized the direct relationship between teachers' positive attitudes toward the teaching profession and students' academic success (Ashton, Webb, and Duda49, 1983; Berman and McLaughlin50, 1977; Gaskey51, 1980; Les52, 1989).
(Refer to the page image) Given that the research question aims to explain the relationship between the research variables and compare this relationship in two genders, the findings showed that in the total sample, the internal relationships of the collective efficacy components and the teacher's sense of efficacy, as well as the relationships of these components with job attitude and commitment, are all positive and significant.
However, this variable also has a positive and significant relationship with task analysis (one of the components of collective efficacy), student engagement (one of the components of teacher sense of efficacy), and with job attitude and commitment.
In the female teacher group, there is no significant relationship between task analysis (one of the components of collective efficacy) and classroom management, nor between group competence and job commitment.
As the present research showed, student engagement (0/38) and task analysis (0/12) are capable of predicting teachers' job commitment.
2. The determination of the relationship between the variables of job attitude, collective efficacy, and job commitment of teachers was conducted within the scope of middle schools.
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