Social cognitive predictors of Korean secondary school teachers' job and life satisfaction

The Role of Calling in a Social Cognitive Model of Well-Being

“…Previous studies using this scale produced good internal consistency, ranging from .78 to .91. These studies reported negative correlations with depression and negative affect (Jang & Lee, 2014;Lim, 2012; E. S. Lee & Shin, 2017). The internal consistency reliability score for the South Korean version of the SWLS used in the present research was .88.…”

“…However, the direct path from self-efficacy to job satisfaction (Path 11) was not significant (H. S. Lee & Flores, 2017;Lent et al, 2011). The path from job satisfaction to life satisfaction (Path 12) was significant based on samples of South Korean teachers (E. S. Lee & Shin, 2017) and Italian teachers (Lent et al, 2011). Further empirical studies are necessary to examine the direct paths among SCWB variables with diverse samples.…”

“…We also hypothesized about the relations among positive affect, self-efficacy, outcome expectations, and job and life satisfaction based on the SCWB conceptual model (Lent, 2004). In addition, a few prior SCWB empirical studies found that there were significant relations among positive affect, self-efficacy, outcome expectations, and job and life satisfaction (H. S. Lee & Flores, 2017; E. S. Lee & Shin, 2017;Lent et al, 2011) in a sample of employed workers. For example, Lent and his colleagues (2011) reported that the direct paths from positive affect to self-efficacy (Path 6) and job (Path 7) and life satisfaction (Path 8) were significant with a sample of Italian teachers.…”

“…The SCWB (Lent, 2004) includes six sets of variables that contribute to life satisfaction: traits (e.g., positive affect, self-efficacy, goal progress, outcome expectations, environmental factors, and domain-specific satisfaction. The applicability of the SCWB is supported by empirical studies that have used samples of American and international working adults (H. S. Lee & Flores, 2017; E. S. Lee & Shin, 2017;Lent et al, 2011).…”

Öğretmenlerin Mesleki Tükenmişlikleri ile Yaşam Doyumları Arasındaki İlişki

“…Öğretmenler üzerinde yapılan araştırmalarda ise daha çok okul temelli çevresel koşullar ve iş özelliklerinin yaşam doyumları üzerindeki etkilerine odaklanılmıştır. Öğretmenler üzerinde yapılan araştırmalarda iş doyumunun, kişisel iş hedeflerindeki ilerleme ve pozitif duygulanımın (Lent vd., 2011), iş stresinin (Lee & Shin, 2017), tükenmişliğin (Avşaroğlu, Deniz & Kahraman, 2005;Telef, 2011), özyeterlik algısının (Camacho, 2017) öğretmenlerin yaşam doyumunu etkilediği sonucuna ulaşılmıştır.…”