عنوان مقاله [English]
In recent years, Social Cognitive Theory (SCT) seeks to explain the factors that shape job satisfaction. Relatedly, SCT has received a good deal of empirical attention as a framework for understanding various aspects of job satisfaction. So, this study tried to assess the validity of job satisfaction socio-cognitive model for the secondary school teachers of Urmia city. In order to do this, 382 school teachers of the mentioned population were selected through multistage random sampling procedure, which included 194 female and 188 male teachers. The tests including job satisfaction, goal attainment support, self-efficiency, work condition and goal progress were taken, each of which included some measures. The data were analyzed through structural equation modeling method. The results showed that the obtained data fit well with the theoretical socio-cognitive model, and the model in the recent sample is a valid one. The index related to the ratio of chi-square to degree of freedom is less than 3 (χ2/df<3) which is a good value and indicates that the covariance structure of findings is consistent with the proposed theoretical model. Another index is RMSEA which is equal to 0.07 and is considered as a good value. Other fit indexes also showed that the data obtained from experimental study fit well with the theoretical job satisfaction model. Furthermore, the casual path between all components was significant and they all had positive impact on one another. The analysis of path coefficients suggested that the positive sentiment exogenous variable has the highest effect on self-efficiency and goal attainment support and then on job satisfaction. Accordingly, it was concluded that a job satisfaction socio-cognitive model is an appropriate explanatory model for Iranian teachers’ satisfaction and it can be applied to predict job satisfaction and to develop programs to promote teachers’ psychological well-being and welfare.