عنوان مقاله [English]
The aim of the present research, was identifying the relationship between teachers’ job attitude, sense of efficacy, collective efficacy, and their job commitment. The research sample consisted of 220 guidance school teachers (120 female, 100 male) who were selected from Kahrizak educational district of Tehran province through stratified sampling method. They completed Tschannen-Moran and Woolfolk Hoy’ teachers sense of efficacy questionnaire (2001); Goddard, Hoy, and Woolfolk Hoy’s teachers’ collective efficacy questionnaire (2000); Hoy, Woolfolk Hoy, and Kurz’s teachers’ job commitment questionnaire (2008) and Khaki’s teachers job attitude scale (1389). The results of stepwise regression analysis showed that job attitude, students engagement (from teachers’ sense of efficacy), and task analysis component of teachers’ collective efficacy were predictors of their job commitment. These results were different in two genders: job attitude, students’ engagement and task analysis in females and students’ engagement and job attitude in males predict job commitment. In general, the relationship between job attitude, sense of efficacy, collective efficacy and job commitment was significant. The present findings indicated that when teachers have a positive job attitude, higher sense of efficacy, on the one hand and being motivated in their workplace, on the other hand, they are more likely to display higher job commitment.