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Procedia - Social and Behavioral Sciences 116 (2014) 826 – 830

5th World Conference on Educational Sciences - WCES 2013

Relationship Between Teachers’Self-Efficacy Perceptions and

Job Satisfaction Level
Belkıs KARABIYIK a *, Mithat KORUMAZ b
a
Yıldız Teknik Üniversitesi, Eğitim Fakültesi, İstanbul,34000,Türkiye
b
Yıldız Teknik Üniversitesi, Eğitim Fakültesi, İstanbul,34000,Türkiye

Abstract

The aim of the study is to investigate the relationship between teachers’ self-efficacy perceptions and job
satisfaction level. Short Form Minnesota Satisfaction Questionaire and Self-efficacy Perception Instrument were
used for the study. The sample of the study consists of 83 teachers of different branch and from different schools in
Turkey. Descriptive statistics and Pearson Correlation statistics have been used to analyze the data in the study.
According to the result, there is a significant and positive relationship between teachers’ self-efficacy perceptions
and job satisfaction level.
© 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility of Academic World Education and Research Center.
Keywords: Self-afficacy, Job satisfaction,

1. Introduction

Bandura states that only knowledge and talent required for establishing an action are not enough. Besides
individual belief to complete the action even in case of unexpected circumstances is needed as well (Gençtürk,
2008). Teachers’ high level of self-efficacy shows open-mindedness, having high communication skills,
coorperative working desire, willingness to learn, plan and harmony, patient, tolerant, gentle and wise manner of
teachers (Godard and Godard, 2001). The perception of having these talents effects teachers’ job satisfaction level.
Job satisfaction is emotional expression towards job (Mercer, 1997). Besides high level of self-efficacy brings high
level of job satisfaction (Caprara, 2003). So a teacher with high level of job satisfaction step up performance and
participation for organization (Gençtürk,2008).

1. 1. Teachers’ Self-Efficacy Perceptions

The most frequently investigated topic in education is the factor that effet academic achivement of students,
quality of instruction in the classroom and reaching the objectives. One of the factors is the level of teachers self-

* Bekıs Karabıyık. Tel.: +90 212 383 48 20

E-mail address: belkıs@yildiz.edu.tr

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility of Academic World Education and Research Center.
doi:10.1016/j.sbspro.2014.01.305
 Belkıs Karabiyik and Mithat Korumaz / Procedia - Social and Behavioral Sciences 116 (2014) 826 – 830 827

efficacy and conribution in class activities (Pendergast, 2011). Bandura (1997) defines self-efficacy as fundamental
factor which creat behaviors for achiving a performance. Sel-efficacy belief is an effective process that triger
individual to plan and achiving objectives (Aydoğan,2008). Zimmerman (2002) defines self-efficacy as individual
perception that directs activities to develop implementation in education.
The self-efficacy is related with the individual perception of environment and personal talents. Teachers should
have not only personal talents but also professional afficacy for an effective teaching (Çelikten, Şanal & Yeni,
2005). It is expected that teachers use their potential effectively in addition to their participation in class activities.
Teachers who have high level of self-afficacy have tendancy to perform in organizational planning and more willing
to use new methods to satisfy students’ learning needs (akt; Gülebağlan, 2003).
Most of the studies show that sel-effeciacy effect on teachers’ decision process, academic motivation, learning
and academic achivement (Pajares, 1996; Schunk, 1995). Teachers’ belief about achiving responsibilities allow
teachers to reach the goals (İzgar & Dilmaç, 2008). At the same time it is proven by researches that teachers’ self
efficiacy can change services in education effectively (Karacaoğlu, 2008). According to Hoy and Spero, teachers’
self-efficiacy also effect teachers’ efforts for an effective instruction, objective levels and goals (Küçükyılmaz &
Duban, 2006).
Teachers should be an organizer who organize instruction, a manager, an observer and an effective guide. In this
point of view teaching needs much more quality and features (Küçükyılmaz ve Duban, 2006). A new model which
based on Banduras’ self-efficiacy has been created by Tschannen-Moran (1998:18). This model consists of a 5
dimensioned circular process which enables to elicit, evaluate, use and creat new self-efficacy beliefs.

1.2. Job Satisfaction

Although there have been many descriptions and definitions of job satisfaction, the definition of Hoppock in
1935 might be accepted as initial point. Hoppock defines job satisfaction as employees’ emotional reactions towards
their job (Mercer, 1997). Just like any other satisfaction types, job satisfaction is a talent on which emotions have a
strong effect. This effect includes emotions about delectation and aversion. At the same time job satisfaction can be
defined as enjoyment in the job (Izgar, 2000).
Şimşek (1998) defines job satisfaction as happiness which based on creating a work with the colleagues and
profit from work. The most common accepted definition by Locke (1983) explains job satisfaction as an evaluation
of experience and job itself and positive emotions based on this evaluation. Dubrin (1974) defines satisfaction as a
base of pleasure for the job.
The term “Pleasure” used in the definition of Dubrin is equivalent to “positive emotions” in the definition of
Locke. The common points in these definitions are the positive attitudes of employee towards job. These attitudes
can be accepted as an indication of employee’s satisfaction of the job (Akt. Çetinkanat, 1995).
Job satisfaction has a strong effect on the quality of the work in organization. That’s why in organizations
different methods and techniques has been used to promote job satisfaction of employees. As a result of efforts to
promote job satisfaction, employees’ performances are able to be raised (Schoderbek, Cosier & Aplin, 1991;
Sevimli & İşcan, 2005).
Job satisfaction has two dimensions; a) individual variables and experiences and b) organizational variables.
These variables interact each other (Spector, 1997). Balcı (1985) explains job satisfaction in two dimensions as well.
Individual variables; age, gender, years of experience, intelligence, socio-cultural effect, personality. Organizational
variables; salary, promotion, supervision and colleagues.

1.3. Related Studies

Raudenbush (1992) investigated self-efficacy perceptions of teachers according classroom levels, organizational
climate and individual variables. As a result there is a significant relationship between teachers’ academic
achievement, organizational culture and individual variables and positive self-efficacy perception.
828 Belkıs Karabiyik and Mithat Korumaz / Procedia - Social and Behavioral Sciences 116 (2014) 826 – 830

Celep (2002) studied on relationship between self-efficacy attitudes and management according to some
individual variables. The result showed that there is significant relationship only according to their age. The more
age increases the more self-efficacy rises up but teaching ability falls down.
Tan (2003) investigated job satisfaction level according to some variables. Results of the study revealed that lack
of facilities in the school and inadequate materials are the factors which falls dawn job satisfaction level of teachers.
Papin (2005) found out that intrinsic factors promote satisfaction but extrinsic factors can effect job
dissatisfaction.
Ay (2007) studied on relationship between organizational citizenship perception and self-efficacy. As a result of
the study significant relationship between organizational citizenship perception and self-efficacy level.

2. Method

It is a qualitative descriptive study. Qualitative studies aims to determine the situation in a context (Karasar,
2005). Qualitative model reveal the real situation and explain basic reasons and fundamental principles (Ural &
Kılıç, 2006).

2.1. Sample of the Study

The sample of the study consists of 83 teachers of different branches and from different schools in Turkey. Data
are collected via e-mail. 58 of the teachers are females and 25 of them are males.

2.2. Instruments

In the study Self-Efficacy Perception Instrument, of which reliability coefficient has been found α=.76 and
consists of 9 items, was developed by Gülebağlan (2003). Short Form Minnesota Satisfaction Questionaire (MSQ)
was used to collect data about teachers’ job satisfaction level. MSQ developed by Weiss, Dawis, England and
Lofguist (1967) was adapted in Turkish by Baycan (1985) and its reliability coefficient has been found α=.90. MSQ
which can deduce intrinsic and extrinsic satisfaction factors have 20 items.

2.3. Data Analysis

Pearson Correlation analysis was calculated to determine correlation between dependent variables. And One-way
ANOVA was used to find out whether there is significant difference according to independent variables.

3. Findings

83 Teachers participated in the study are in 11 different branches of study. 30 (36.1%) teachers are primary
school class teachers, 20 (20%) of them are language teachers and other branches of study (Mathematics, Social
Sciences, Science and Technology) teachers. 92.4% of the participants are between 20-39 years old and 7.6 % are
between 40-59. Females consists of 69.9% of the participants and males consists of 30.1 % of the participants. 46
(55.4%) teachers work in primary school, 27 (32.5) teachers work in middle school and 10 (12%) teachers work in
secondary school.

Table 1. Mean and Standard Deviation of Teachers’ Self-Efficacy Perception and Job Satisfaction Level

Groups N SS
X
Self-Efficacy Perception 83 27,39 4,85
Job Satisfaction Level 83 68,31 9,45
 Belkıs Karabiyik and Mithat Korumaz / Procedia - Social and Behavioral Sciences 116 (2014) 826 – 830 829

As it is seen on table-1, mean of teachers’ self-efficacy perception is 27,39 and standard deviation of teachers’
self-efficacy perception is 4,85.The mean of job satisfaction level is 68,31 and standard deviation of job satisfaction
level is 9,45. In view of the mean score of Teachers self-efficacy perception, it is found out as high. On the other
hand Job satisfaction level is average level.

Table 2. Pearson Correlation for Relationship Between Teachers’ Self-efficacy Perception and Job Satisfaction Level

Dependent Variables r p
Self-Efficacy Perception .27 .01
Job Satisfaction Level

There is a significant and positive relationship between teachers’ self-efficacy perception and job satisfaction level
(r=.27; p<.01). That means teachers’ job satisfaction level increases with the increase of teachers’ self-efficacy
perception or Teachers’ self-efficacy level increases with the increase of teachers’ job satisfaction level.
Whether there is a significant difference of teachers’ self-efficacy perception and job satisfaction level according
to some personal variables has been analyzed via One way ANOVA. As a result it has been found out that there isn’t
a significant differences of teachers’ self-efficacy perception and job satisfaction level according to gender, age,
branch of science, place of working institution and level of schools.

4. Results and Recommendations

High level of teachers’ self-efficacy indicates that teachers are in favour of continuous development of
professional requirements (Ay, 2007). Professional development and achievement bring job satisfaction of teachers
because they satisfy mostly with the achievement in service (Nobile & McCormic, 2008). Job satisfaction, progress
at personal work goals, and positive affectivity were predictive of teachers' life satisfaction. Task self-efficacy was
related indirectly both to job satisfaction (via work conditions) and life satisfaction (via goal progress).
As a result of the study teachers’ self-efficacy perception is strictly high. Otherwise teacher job satisfaction level
is quite high. According to the result of Pearson Correlation analysis it is found out that there is a significant and
positive relationship between teachers’ self-efficacy perception and job satisfaction level. The relationship between
teachers self-efficacy and job satisfaction was similar across settings. The Studies provide general evidence that
teachers’ self-efficacy is a valid construct across culturally diverse settings and specific evidence that teachers’ self-
efficacy showed a similar relationship with teachers’ job satisfaction in five contrasting settings (Klassen, 2009).
Another result in the study that there is not significant differences of teachers’ self-efficacy perception and
teachers’ job satisfaction level according to personal variables such as gender, age, branch of science, place of
working institution and level of schools. In the some study, results did not indicate differences between men and
women in overall job satisfaction and its dimensions, but satisfaction is affected by the level of continuous training.
Also, job satisfaction is influenced by the intensity of the needs of achievement and affiliation (Bentea, 2012). But
some of the studies also found that teachers’ job satisfaction varied with gender, years of teaching, and career status
(Liu, 2008).
In view of the relationship between self-efficacy perception and job satisfaction level, organizational settings
should be organized to promote either self-efficacy perception of teachers or job satisfaction level. Effective in-
service education can be designed to satisfy teachers’ self-efficacy perception promotion. At last scientific studies
on teachers’ job satisfaction and self-efficacy perception should be conducted to understand the importance of the
subject.
830 Belkıs Karabiyik and Mithat Korumaz / Procedia - Social and Behavioral Sciences 116 (2014) 826 – 830

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