Examining the Impact of Causal Effect of Core Self-evaluation, Job Autonomy and Occupational Hardiness on Teachers' Job Performance

The purpose of this study was to investigate the impact of causal effect of core self-evaluation, job autonomy and occupational hardiness on teachers' job performance. A causal correlational design was used in this research. The statistical population of this study consisted of all teachers working in Education Administration of Chaipareh City (West Azarbaijan) in the Academic Year 2017-2018 (N=306), among whom a total of 306 individuals were selected using random cluster sampling. The research tools used in the present study included Occupational Hardiness Questionnaire (Moreno-Jiménez, Rodríguez-Muñoz, Hernández and Blanco, 2014), Job Performance Questionnaire (Patterson, 1990), Core Self-evaluation Scale (Judge, Erez, Bono and Thoresen, 2003) and Job Autonomy Scale (Ganster, 1989).
The content validity of the questionnaires was confirmed by experts. Besides, internal reliability of the forenamed tools was examined through Cronbach's Alpha Test (0.79 for Hardiness, 0.84 for Job Performance, 0.79 for Core Self-evaluation and 0.85 for Job Autonomy). Data analysis was performed using Pearson Correlation Test and Path Analysis method to evaluate the causal model using SPSS and AMOS software. The results showed a positive, direct and significant relationship between job performance and occupational hardiness, job autonomy and core self-evaluation (P<0.001). In addition, the research data fitted with conceptual model of research and the structural equation model showed that it was possible to explain the teachers’ job performance through occupational hardiness and job autonomy.