Relationship between professional ethics and job self-efficacy with job satisfaction with the mediating role of professional development of Tehran University faculty members

The present study is conducted with the aim of mediating the role of professional development in the relationship between professional ethics and job self-efficacy on the job satisfaction of faculty members of Tehran University.

The research method is descriptive-correlation type of structural equation modeling. The research community included all faculty members of Tehran University, and 245 people were randomly studied using stratified sampling with proportional allocation. To collect data from Porkarimi's professional development questionnaire (2018); Professional ethics of faculty members, Pourkarimi et al. (2018); Qomoshi and Pourkrimi's job satisfaction (2022) and Bandura's job self-efficacy (1977) were used. The reliability of the tool using Cronbach's alpha coefficient, respectively, for the professional development questionnaire, α = 0.94; professional ethics α=0.95; Job satisfaction α=0.80 and job self-efficacy α=0.86 were obtained. The validity of the instrument was confirmed using construct validity (confirmatory factor analysis).

The results of modeling the structural equations of the research showed that the research model has a suitable fit.

Structural equation modeling shows that the effect of professional ethics on job satisfaction (γ=0.19) is not significant. Professional ethics on professional development (γ=0.24); Job self-efficacy had a positive and significant effect on job satisfaction (γ=0.57) and job self-efficacy had a positive and significant effect on professional development (γ=0.65), and professional development had a negative effect on job satisfaction (β=0.34). The indirect and negative effect of professional ethics on job satisfaction with the mediation of professional development (-0.08) was not significant; Also, the indirect and negative effect of job self-efficacy on job satisfaction with the mediation of professional development (-0.22) was significant.