زبان کاوی کاربردی (Feb 2024)
The Relationship between Quality of Working Life and Job Satisfaction with the Educational Performance of French Language Tutors in Iran [In Persian]
Abstract
This study explores the relationship between work quality, job satisfaction, and the teaching efficacy of French language tutors in private language institutions in Iran. Its objective is to ascertain the degree to which work quality and job satisfaction impact the educational achievements of these educators. A survey facilitated data collection, and the research hypotheses underwent evaluation using the Partial Least Squares method for structural equation modeling. The assessment of working-life quality utilized Walton's theoretical framework (1998) through a standardized questionnaire spanning six dimensions, showcasing proven validity and a high-reliability index of 0.7. Job satisfaction was measured employing the Minnesota Satisfaction Questionnaire (MSQ) (1999) over six dimensions, with both its validity and reliability recognized in domestic and international research. Additionally, educational effectiveness was appraised using Taghizadeh and Soleimani's model (2014) across three dimensions, with established validity and reliability. The study covered all French language tutors in four institutes, totaling 154 participants. A census or exhaustive study method was adopted, involving every individual within the target group. Three questionnaires on work quality, job satisfaction, and teaching effectiveness were used for data gathering, with responses noted on a five-point Likert scale (from strongly agree to strongly disagree). The analysis unveiled a significant and affirmative link between work quality, job satisfaction, and teaching effectiveness. Specifically, work quality was responsible for 33 percent, and job satisfaction for 45 percent, of the variance in teaching effectiveness. The study also found that factors of work quality and job satisfaction could foresee fluctuations in teaching effectiveness. The computed determination coefficient (0.55) suggested that the pair of external variables, work quality, and job satisfaction, jointly explained 55 percent of the changes in teaching effectiveness. Furthermore, the standardized beta coefficients (β) for work quality and job satisfaction were determined to be 0.33 and 0.45, respectively.
