Evaluation of the Relationship between Hardiness and Self-Efficacy with Job Satisfaction of High School Teachers in the County of Shahriar

Abstract

Job satisfaction in teachers is an important source of personal satisfaction and is effective on protection and keeping them at work and makes devotion, interest and commitment to their responsibilities possible.  This research was performed with the purpose of evaluation of the relationship between hardiness and self-efficacy with job satisfaction of teachers of high school and pre-university of education and development department of District One of the county of Shahriar. Statistical population of the study consisted of high school and pre-university teachers among whom a sample of 302 individuals was selected by simple random sampling. Instruments used in this research included the Kobasa personal outlook evaluation questionnaire (1984) with 50 items, self-efficacy questionnaire of Scherrer and colleagues (1982) with 17 items and reliability coefficient of 0/76 and the Minnesota job satisfaction questionnaire (1977) with 20 items and reliability coefficient of 0/85.  Statistical methods used included descriptive statistics, Pearson’s correlation test and multivariable regression analysis.  Research data indicate that positive and meaningful correlation exists between hardiness and job satisfaction and also positive and meaningful correlation exists between hardiness and self-efficacy with job satisfaction.  Additionally, positive and meaningful correlation existed between constituents of hardiness (control and commitment) with job satisfaction.  Yet, meaningful correlation was not found between the index of challenge and job satisfaction.  Also, between constituents of hardiness (control, commitment and challenge) with self-efficacy positive and meaningful correlation existed.