Gender Type as a Moderator Variable in the Relationship between Teacher’s Job Satisfaction and Professional Motivation using Multi-group Structural Equation Modeling

نوع الجنس كمتغير معدل في العلاقة بين الرضا الوظيفي والدافعية المهنية للمعلمين باستخدام نمذجة المعادلة البنائية متعددة المجموعات

المؤلفون

  • Reda Rabie Abdel- Haleim

الكلمات المفتاحية:

الرضا الوظيفي
الدافعية المهنية
المعلمين
نمذجة المعادلة البنائية

الملخص

The current research aims at identifying the level of job satisfaction and professional motivation in teachers, as well as the examination of the role of their gender as a moderator variable in that relationship using a multi-group structural equation modeling (SEM). The sample consisted of (221) teachers from Minia Governorate, Egypt. For data collection, the researcher prepared two scales; the job satisfaction scale and the professional motivation scale and applied them on the study sample after obtaining the approval of the local ethical committee. Results revealed that all job satisfaction dimensions and the overall degree of job satisfaction were within a moderate possession degree. Furthermore, the study results demonstrated that the moderating role of the gender male- female did not differ in the relationship between job satisfaction and professional motivation of teachers. In light of the research results, a set of recommendations and proposals presented aimed at increasing the level of job satisfaction and improving the professional motivation of teachers.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

السيرة الشخصية للمؤلف

Reda Rabie Abdel- Haleim

 

Faculty of Education || Minia University || Egypt
Faculty of Education || Prince Sattam bin Abdul Aziz University || KSA

التنزيلات

منشور

2020-12-30

كيفية الاقتباس

Reda Rabie Abdel- Haleim. (2020). Gender Type as a Moderator Variable in the Relationship between Teacher’s Job Satisfaction and Professional Motivation using Multi-group Structural Equation Modeling: نوع الجنس كمتغير معدل في العلاقة بين الرضا الوظيفي والدافعية المهنية للمعلمين باستخدام نمذجة المعادلة البنائية متعددة المجموعات. مجلة العلوم التربوية و النفسية, 4(46), 186–160. https://doi.org/10.26389/AJSRP.B081020

إصدار

القسم

محتوى العدد