A Structural Model of the Relationship Between Teachers' Job Motivation and Socio-Emotional Skills and Social Capital Mediated by Self-Efficacy

The purpose of this study was to consider the goodness of fit of a structural model of the relationship between teachers' job motivation and their social capital and social-emotional skills with the mediation of self-efficacy. The research method was descriptive-correlational. The statistical population included female teachers working in the 10th and 5th districts of Tehran in the second secondary school in the academic year 2020-2021. Two hundred and fifty teachers were randomly selected via the multi-stage method. Data collected using four questionnaires: Hackman and Oldham's social capital (1976), Nahapit and Ghasal's social capital (1998), Sherer's general self-efficacy (1982), and Tom's social-emotional skills questionnaires (2012). Data were analyzed using structural equation modeling. The findings showed that the structural model was fitted with collected data. Social capital, social-emotional skills, and self-efficacy positively and significantly predict the teacher's job motivation. In addition, self-efficacy mediates the relationship between teacher's job motivation and social-emotional skills, and social capital. In total, 35% of the variance of job motivation is explained by predictor variables. Educational psychologists are advised to consider the role of teachers' self-efficacy, social capital, and socio-emotional skills in order to enhance their job motivation.