predicting the relationship between life skills components and collective efficacy with life satisfaction among secondary school teachers in District 1 Urmia City 91-92 Academic year (in Persian)

This study aims to investigate the effects of such components as life skills and collective efficacy on life satisfaction among the secondary school teachers of district one in Urmia city. The statistical population in this descriptive-correlational study included all male and female teachers. The subjects were selected through stratified random sampling method in proportion to the statistical population of teachers in different high-schools. Data were collected using the adjusted questionnaires of Life Skills by Saatchi et al., the Collective Teacher Efficacy Scale by Goddard et al., and the Satisfaction with Life Scale by Diener et al. Cranach’s alpha indicated that the tools used in the study were of high reliability and stability. The reliability coefficient of life skills, collective efficacy, and satisfaction with life were calculated as 0.92, 0.83, and 0.82, respectively. The results of path analysis show that teachers’ collective efficacy has a significant positive direct effect on their life satisfaction. Moreover, the results of this study show that effective communication, decision making, and critical thinking, as the components of life skills, have a significant positive direct effect on collective efficacy. Other results show that effective communication, decision making, and critical thinking have an indirect effect on life satisfaction. Based on other results, teachers’ collective efficacy has a significant positive relationship with self-awareness, interpersonal relationships, effective communication, managing emotion, decision making, problem solving, creative thinking, and critical thinking. Moreover, collective efficacy has a significant positive relationship with life satisfaction.