A Study on the Relationship between Self-Efficacy of Teachers Dimensions, Classroom Management Techniques and Teachers Job Satisfaction

This study aimed to determine the relationship between self-efficacy of teachers’dimensions, classroom management techniques, and their job satisfaction. A total of 90elementary school teachers of Jask city, including 58 women, equal to 64 percent and 32 male,equal to 36 percent of the sampling were selected based on the available sampling method. Theysimultaneously answered the questions of teacher efficacy questionnaire, teacher’s classroommanagement strategies questionnaire, and teacher’s job satisfaction questionnaires as researchinstruments. Obtained Data from the questionnaires was used by applying descriptive andinferential statistical techniques such as frequency, frequency percentage, mean and thestandard deviation. In order to test the research hypotheses inferential statistical methods ofPearson and stepwise regression correlation coefficient was use. The results of correlationcoefficient test between teachers’ efficacy and classroom management strategies showed thatregard to r = 0.221 and p =0/3 there is no significant relationship between self-efficacy ofteachers and classroom behavior management. Regarding r = 0.192 and p =0.2 also there is nosignificant relationship between efficacy and instructional specific techniques. However, regardto r = 0.405 and p =0./02 there is a significant relationship between self-efficacy of teachers andthe strategies for working with parents, regard to r = 0.499 and p =0.005 there is a significantrelationship between self-efficacy of teachers and planning and support. The results of this studyindicated that teachers’ efficacy is not able to predict the classroom management strategies andtheir job satisfaction. In other words, teachers’ efficacy cannot be a direct effect on classroommanagement strategies and their job satisfaction.

کلیدواژه ها:

Teachers’ Efficacy ، Classroom Management ، Job Satisfaction