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dc.contributor.authorAydın Sünbül, Zeynep
dc.contributor.authorAslan Gördesli, Meltem
dc.date.accessioned2021-10-22T08:42:33Z
dc.date.available2021-10-22T08:42:33Z
dc.date.issued2021en_US
dc.identifier.citationAydın Sünbül, Z. ve Aslan Gördesli, M. (2021). Psychological capital and job satisfaction in public-school teachers: The mediating role of prosocial behaviours. Journal of Education for Teaching, 47(2), 147-162. https://dx.doi.org/10.1080/02607476.2021.1877086en_US
dc.identifier.issn0260-7476
dc.identifier.issn1360-0540
dc.identifier.urihttps://dx.doi.org/10.1080/02607476.2021.1877086
dc.identifier.urihttps://hdl.handle.net/20.500.12511/8505
dc.description.abstractThe level of satisfaction teachers experience in their profession not only has an impact on their personal life, but also influences the lives of their students and, thus, indirectly orients greater community at a certain level. This study proposed and tested a model of teacher job satisfaction predicted by self-efficacy, hope, resilience and optimism through the mediating role of prosocial behaviours. The sample included 372 teachers (120 males, 252 females) working in public schools. A path analysis was conducted to analyse the data. The results of the path analysis showed that the goodness of fit values for the proposed model were poor. A second model was generated by excluding hope from the model and adding a direct path from optimism to job satisfaction. The results for the adjusted model showed that self-efficacy, resilience and optimism hold a significantly positive relationship with prosocial behaviours, while prosocial behaviours enjoy a significantly positive relationship with job satisfaction among teachers. The adjusted model was found to explain a 20% variance in job satisfaction in the field, thus encouraging a discussion on the possible implications the study carries for teacher training and skill acquisition programmes.en_US
dc.language.isoengen_US
dc.publisherRoutledge Journals, Taylor & Francıs Ltden_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectJob Satisfactionen_US
dc.subjectProsocial Behavioursen_US
dc.subjectPsychological Capitalen_US
dc.subjectTeachersen_US
dc.titlePsychological capital and job satisfaction in public-school teachers: The mediating role of prosocial behavioursen_US
dc.typearticleen_US
dc.relation.ispartofJournal of Education for Teachingen_US
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Eğitim Bilimlerien_US
dc.authorid0000-0002-9989-9516en_US
dc.identifier.volume47en_US
dc.identifier.issue2en_US
dc.identifier.startpage147en_US
dc.identifier.endpage162en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.1080/02607476.2021.1877086en_US
dc.identifier.wosqualityQ3en_US
dc.identifier.scopusqualityQ1en_US


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