The Study of Structural Relationships of Cognitive Self-regulation and Occupational Wellbeing in Secondary HighSchool Teachers: Job- Burnout and Job- Satisfaction

Document Type : علمی - پژوهشی

Authors

1 Department of Educational Psychology, Urmia University, Urmia, Iran.

2 Department of Psychology, Urmia University, Urmia, Iran.

Abstract

The purpose of the current research was the study of the structural relationships of cognitive self-regulation and occupational-wellbeing with mediators job-burnout and job-satisfaction in secondary high- school teachers. The research was descriptive and correlation- design. The Society included male and female teachers were teaching in the secondary highschools in 2017-2018 academic year (N=837). The sample was selected through multistage cluster sampling (n=204). The used tests were Matern and Bauer (2014) Cognitive Self-Regulation, Shultz (2008) ccupational well-being, Maslach and Jackson (1986) Job-Burnout and, Judge, Locke, Durham, Kluger (1998) Job- Satisfaction, Lim-Ho & Tung-Au (2006) Teacher Job-Satisfaction. In order to analyse structural equations modeling method and SPSS-22 and AMOS-22 were used. The results showed insignificant direct path of the cognitive self-regulation to the occupational well-being (β= 0/09, α= 0/398), significant indirect effect of cognitive self-regulation on the occupational well-being and improved general fit indices of proposal theoretical model and the coefficient of determination by correcting the model (GFI=0/90، CFI=0/90، RMSEA=0/08/ PNFI=0/64، PRATIO=0/76, R^2 =0/77). It is concluded that Considering that cognitive self-regulation is learnable in short interventions, improving occupational well-being of teachers with decreasing in the job-burnout and increasing in the job-satisfaction is feasible.

Keywords

References

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