Causal Model of Relationships between Philosophical Mindset and Teacher Self-Efficacy with the Effect on Teaching Quality with the Mediating Role of Psychological Capital and Organizational Commitment in Elementary School Teachers

Subject Areas : Education

syed mohammad javad alavi ¹ ( Payam Noor Kharamah, Master of Educational Sciences, Primary School Teacher in Darab City, Fars, Iran. )
Saeid Talebi ² ( Associate Professor, Payame Noor Uneversity, Fars, Iran. )
Maryam Motemedi ³ ( Master's degree in Epidemiology, Zahedan University )
Hojjatollah Moradi Koochi ⁴ ( 4- Student of Elementary Education, Farhangian Shahid Rajaei University of Shiraz )

Received: 2022-07-12 Accepted : 2022-11-29 Published : 2023-01-21

Keywords: Philosophical mindset, Teacher self-efficacy, teaching quality, psychological capital,

Abstract :

Introduction: the teacher's characteristics are usually one of the factors that influence teaching and its consequences are effective on the progress of students. Researchers have revealed that the best teachers are not necessarily the most experienced. The best teachers usually have a lot of enthusiasm and warmth in their teaching; they are sensitive to the progress of each student. They have positive relationships, high motivation and commitment.The purpose of this research is to present a causal model of the relationship between philosophical mindset and teacher self-efficacy on teaching quality with the mediating role of psychological capital and organizational commitment of elementary school teachers in Darab city.Research methodology: The method of this research is correlational and the statistical population includes all primary teachers of Darab city (210 people, 28 men and 182 women). To determine the sample size, 132 people were selected on the basis of Morgan's table and the relative stratified sampling method was used.Findings: The findings indicated that the highest direct effect is related to teaching philosophy on psychological capital (0.28) and the lowest direct effect is related to teacher self-efficacy on teaching quality (0.11). In addition, the largest indirect effect is related to the impact of teaching philosophy on teaching quality (0.12) and the lowest indirect effect is related to the effect of teacher self-efficacy on teaching quality (0.04).Conclusion: Psychological capital, like philosophical mindset and teacher self-efficacy, has both direct and indirect effects on teaching quality, with the difference that psychological capital, like teacher self-efficacy, has an effect on teaching quality only through the organizational commitment variable, and an increase in psychological capital leads to an increase organizational commitment and, as a result, an increase in the quality of teaching..

References:

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