The Role of School Culture in Predicting Teachers' Self-Efficacy and Career Passion

The present study aims to determine the role of school culture in predicting teachers' self-efficacy and career passion. In this correlational and descriptive study, the population included ۴۷۷ secondary school teachers of Fanuj city during ۲۰۲۱-۲۰۲۲, among whom ۲۱۲ (۱۳۲ males and ۸۰ females) were selected based on a stratified random sampling method. The instruments were three questionnaires including career passion (Klasen et al., ۲۰۱۳), teachers' self-efficacy (Tschannen-Moran and Woolfolk Hoy, ۲۰۰۱) and school culture (Gholami, ۲۰۱۳). The reliability of the questionnaires was estimated using Cronbach's alpha coefficient (۰.۹۲ for the career passion, ۰.۸۷ for teachers' self-efficacy, and ۰.۹۰ for school culture). The results showed that school culture and its components could significantly predict teachers' self-efficacy and career passion. Regarding the components of school culture, educational opportunities played the most important role in teachers' self-efficacy and career passion. Finally, a positive and significant relationship was observed between school culture and its components with self-efficacy and teachers' career passion.

Keywords:

School Culture , Teachers' Self-Efficacy , Teachers' Career Passion