Testing a Social Cognitive Model of Work Satisfaction among Teachers

Abstract

The purpose of the current study was to empirically test a new, integrative model of work satisfaction (Lent & Brown, 2006). The Lent and Brown (2006) work satisfaction model is composed of five hypothesized predictor variables: work conditions, goal progress, work-related self-efficacy, positive affect, and goal and efficacy relevant supports. Using a sample of 366 teachers, results revealed that this model was a strong fit for the data and accounted for 91% of the variance in work satisfaction. Additionally, of the five predictor variables, only work conditions, work-related self-efficacy, and positive affect were found to contribute unique variance. This suggests that teachers who are most satisfied with their jobs are those who have a generally positive disposition, are confident in their abilities to complete work-related tasks and goals, feel supported by their school, and feel that their work is a strong fit for their values and needs. Research and practice implications are suggested.