Causal Analysis of the Financial Well-being Component of Teachers with Regard to Their School Attitude and Occupational Self-efficacy
Keywords:
financial well-being, school attitude, occupational self-efficacy, causal analysisAbstract
Purpose: The aim of the present study was to conduct a causal analysis of the financial well-being component of teachers in relation to their attitude toward school and occupational self-efficacy.
Methods and Materials: The research followed a quantitative approach and employed a descriptive-correlational method. The statistical population included all lower secondary school teachers in public schools in District 20 of Tehran. Based on Cohen's sample size estimation method, a sample size of 245 was determined. Data collection instruments included the She Financial Well-being Questionnaire with 6 items, the Schaufeli Occupational Self-efficacy Scale with 6 items, and a researcher-made School Attitude Questionnaire with 32 items. The questionnaires were distributed using a cluster sampling method and through convenience sampling among the respondents. Relationships among variables were examined using Pearson correlation test and structural equation modeling (SEM). Data analysis was conducted using SPSS and AMOS software.
Findings: Findings revealed that financial well-being had a direct and positive effect on occupational self-efficacy (β = 0.663, p < .05). Financial well-being also had a direct and positive effect on attitude toward school (β = 0.510, p < .05). Fit indices indicated that the model including financial well-being, school attitude, and occupational self-efficacy had acceptable goodness of fit. Based on the findings, financial well-being was found to have a positive effect on both occupational self-efficacy and school attitude.
Conclusion: The results of this study demonstrated that the causal analysis of the financial well-being component of teachers in relation to their school attitude and occupational self-efficacy showed a positive and significant effect.
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