The effect of the teachers' professionalism on professional status, job satisfaction and self efficacy

The main aim of this study was to examine the relationships among teacher professionalism and professional status, job satisfaction and self-efficacy. In addition, it was determined whether these perceptions differ according to various demographic variables. The study was designed in descriptive, correlational and causal comparative models by using quantitative research method. The participants of the study consisted of 741 teachers employed at secondary schools in the city center of Elazığ during 2018-2019 academic year. In the study, personal information form, Teacher Professionalism Scale, Teaching Profession Status Scale, Job Satisfaction Scale and Teacher Self-Efficacy Scale were used to collect the data. Descriptive statistics, bivariate correlations were calculated, and independent samples t test, one-way Anova test and Path analysis were used to analyses of the data. The descriptive statistics showed that professionalism, job satisfaction and self-efficacy perception levels of teachers were at a high level. Teachers' perceptions of professional status were found to be at a medium level. Teacher professionalism differed according to the reason to prefer the occupation variable. However, it did not differ according to gender, professional seniority, graduation and subject variables. It was also found that teachers' perceptions of professional status and job satisfaction differed according to seniority and the reason to prefer occupation variables; however, their perceptions did not differ according to gender, graduation and subject variables. Teachers' self-efficacy perceptions differed according to the reason to prefer the occupation variable. In the study, it was thought that teachers' perceptions of professionalism are related to their professional status, job satisfaction and self-efficacy perceptions. Accordingly, the direct relationship between teachers' perceptions of professionalism and their professional status perceptions was found to be significant. The effect size of this relationship was found to be small. It was found that the direct relationship between teachers' perceptions of professionalism and their job satisfaction perceptions was significant and at a medium level. It was also revealed that the direct relationship between teachers' perceptions of professionalism and their self-efficacy perceptions was significant and the effect size of this relationship was large. It was determined that in the relationship between teachers' occupational professionalism and job satisfaction, teachers' perceptions of professional status showed a partial mediation effect. According to the research findings, it was determined that professionalism perceptions of teachers were important predictors of their professional status, job satisfaction and self-efficacy perceptions. It was concluded that teachers' job satisfaction will increase indirectly by increasing the perceived professional status. As a result, the important effects of teacher professionalism on the occupation were revealed in this study. Taking this into consideration, it can be suggested to raise awareness of teachers' occupational professionalism and to establish occupational professional standards for teachers. Because professional status and job satisfaction perceptions of teachers with more seniority were found to be lower than the teachers with lower professional seniority, it can be suggested to develop training courses for experienced teachers on occupational professionalism. Key words: Teacher professionalism, Status of profession, Job satisfaction, Self efficacy, Teacher, Perception