The Relationship between Supportive School Culture and Teacher Job Satisfaction: Mediating Role of Professional Network Intentions-Reference-Cited by-同舟云学术

The Relationship between Supportive School Culture and Teacher Job Satisfaction: Mediating Role of Professional Network Intentions

Published:2023-09-02 Issue:2 Volume:43 Page:1191-1217
ISSN:1301-9058
Container-title:Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi
language:
Short-container-title:

Author:

ŞAHİN Fatih¹^ORCID,SÖNMEZ Emre²^ORCID,ER Emre³^ORCID,ERDOĞAN Onur²^ORCID

Affiliation:

1. GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION

2. GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ

3. YILDIZ TEKNİK ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ

Abstract

This study aims to examine the relationships between supportive school culture, teacher job satisfaction and teacher willingness to connect. A total of 312 teachers working in Ankara participated. The study data were gathered through the School Culture Scale, Social Network Tendency Scale and Job Satisfaction Scale. Structural equation modelling (SEM) technique was used to determine the mediating role of teacher willingness to connect in the relationship between supportive school culture and teacher job satisfaction. The results of the study indicated that there are positive and significant relationships between independent and dependent variables. Moreover, supportive school culture seems to predict teacher willingness to connect and job satisfaction positively and significantly. In addition, teacher willingness to connect is a positive and significant predictor of job satisfaction. Finally, it was determined that the mediating role of teacher willingness to connect in the relationship between support culture and teacher job satisfaction was statistically significant. The results of the study statistically supported the theoretical model.

Publisher

Gazi Egitim Faukeltesi Dergisi

Subject

General Medicine

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