The Presentation of a Causal Model Illustrating the Impact of Effective Factors on the Personal Development of Teachers’ Job Satisfaction in the Education System
Keywords:
Job satisfaction, personal development, professional development, teachers, structural equation modeling, organizational factorsAbstract
The present study aimed to develop a causal model explaining the effects of personal development factors on teachers’ job satisfaction in the education system. This applied study employed a descriptive-correlational design using a survey method. The statistical population consisted of teachers working in the education system of Fars Province during the 2023–2024 academic year. Based on Cochran’s formula, 400 questionnaires were distributed, and after excluding incomplete forms, data from 385 teachers were analyzed. Participants were selected through simple random sampling. Data collection instruments included the Minnesota Satisfaction Questionnaire (MSQ) for assessing job satisfaction and the Personal Development Questionnaire developed by Ghorbanian et al. The personal development scale consisted of six dimensions: individual factors, organizational factors, personal development process, personal development strategies, personal growth, and professional development. Content validity was confirmed by experts, and reliability coefficients indicated acceptable internal consistency. Data were analyzed using Structural Equation Modeling (SEM) with SPSS-24 and SmartPLS-3 software. The findings demonstrated that all dimensions of personal development had significant positive effects on teachers’ job satisfaction. Individual factors showed the strongest effect on job satisfaction (β=0.756, t=8.641). Organizational factors (β=0.721), personal growth (β=0.682), personal development process (β=0.665), professional development (β=0.636), and personal development strategies (β=0.596) also significantly predicted job satisfaction (p<0.001). The overall model demonstrated a strong goodness-of-fit index (GOF=0.731), confirming the adequacy of the proposed structural model. The results suggest that strengthening personal competencies, organizational support, developmental planning, and professional growth can substantially improve teachers’ job satisfaction. The results indicate that personal development is a critical component of educational human resource management and plays a significant role in enhancing teachers’ job satisfaction. Emphasizing individual and organizational factors, implementing structured developmental processes, and supporting teachers’ professional growth can improve educational quality, organizational commitment, and institutional effectiveness. Therefore, educational policymakers and administrators should prioritize personal development programs as a strategic approach to improving teachers’ work environments and increasing educational productivity.
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Copyright (c) 2025 Arefe Hoseinie, Fahime Rajabi, Nooshafarin Safari, Parvane Dodman (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
