Document Type : Original Article

Authors

• مجتبی تجری ¹
• Mostafa Azizi Shemami ²

¹ Department of Educational Sciences,AK.C., Islamic Azad University, Aliabad Katoul, Iran

² Associate Professor, Department of Educational Sciences, University of Mazandaran, Babolsar, Iran

Abstract

The main objective of the present study was to examine whether students’ expressed gratitude toward teachers can enhance teachers’ teaching satisfaction through the mediation of increased self-efficacy. This research was descriptive-correlational in nature and employed a structural equation modeling approach. The statistical population consisted of 7,026 elementary school teachers in Golestan Province, from which a sample of 364 participants was selected based on Cochran’s formula. Data were collected using the following instruments: the Teacher Gratitude Scale by Viswanath and Kumar (2025), the Teacher Self-Efficacy Scale by Schanenn-Moran and Woolfolk Hoy (2001), and the Teaching Satisfaction Scale by Ho and Au (2006). The results of data analysis indicated that students’ gratitude significantly predicted teachers’ satisfaction with teaching, and self-efficacy played a significant mediating role in this relationship. In other words, when teachers feel that their efforts are appreciated by students, their belief in their professional abilities increases, which in turn enhances their job satisfaction with the teaching process. These findings highlight the importance of positive teacher–student relationships and their psychological impacts within the educational environment.

Keywords

• Teacher Gratitude
• Teaching Satisfaction
• Self-Efficacy
• Educational System

Main Subjects

• الگوهای برنامه درسی