Investigating the Mediating Role of Affective Action in the Relationship between Cognitive Clarity and Job Satisfaction of Novice Teachers in Kurdistan Province

Abstract

The purpose of the present study was to investigate the mediating role of affective action in the relationship between cognitive clarity and job satisfaction of novice teachers in Kurdistan Province. The research method was applied in terms of purpose and descriptive-correlational in terms of nature. The statistical population of the study included all novice teachers graduated from Farhangian University in Kurdistan Province in the last three years (1401 to 1403) who were teaching in the academic year 1403-1404. The sample size was determined to be 270 people based on the Krejcie and Morgan table, who were selected by simple random sampling. To collect data, the job satisfaction questionnaire by Dipboye et al. (1994), the cognitive clarity questionnaire by Beth et al. (1995), and the affective action questionnaire by Diefendorff et al. (2005) were used. The reliability of the instruments was obtained using Cronbach's alpha coefficient as 0.89, 0.86, and 0.81, respectively. For data analysis, SPSS software and descriptive and inferential statistics, including Pearson correlation coefficient and multiple regression analysis, were used. The results showed that there is a positive and significant relationship between cognitive clarity and job satisfaction. Also, a positive and significant relationship was observed between affective action and job satisfaction. The results of regression analysis showed that affective action plays a significant mediating role in the relationship between cognitive clarity and job satisfaction. Accordingly, it can be concluded that strengthening cognitive clarity and affective action skills can help enhance the job satisfaction of novice teachers.