a structural model of the relationship between teacher’s job motivation and socio-emotional skills and social capital mediated by self-efficacy

Purpose: the purpose of this study was to consider the goodness of fit of a structural model of the relationship between teachers’ job motivation and their social capital and social-emotional skills with mediation of self-efficacy.methodology: the research method was descriptive-correlational. the statistical population included female teachers working in the 10th and 5th districts of tehran in the second secondary school in academic year 2020-2021. two hundred and fifty teachers were randomly selected via the multi-stage method. data collected using four questionnaires: hackman and oldham’s social capital (1976), nahapit and ghasal’s social capital (1998), sherer’s general self-efficacy (1982), and tom’s social-emotional skills questionnaires (2012). data were analyzed using structural equation modeling.findings: the findings showed that the structural model was fitted with collected data. social capital, social-emotional skills and self- efficacy positively and significantly predicts the teacher’s job motivation. in addition, self-efficacy mediates the relationship between teacher’s job motivation and social-emotional skills and social capital. in total, 35% of the variance of job motivation is explained by predictor variables.conclusion: educational psychologists are advised to consider the role of teachers’ self-efficacy, social capital, and socio-emotional skills in order to enhance their job motivation.