Abstract

• The main aim of this study was to analyze the social support, hardiness and job satisfaction of teacher educators in Education Degree Colleges. In this study, a total of 62 participants of the analyze were selected by using random sampling technique. Descriptive research design and survey method were used in this study. Hardiness Test consisting of 50 items developed by Suzanne Kobasa (1996) (Cronbach’s alpha = 0.81) was used to measure the hardiness of teacher educators. The t test result revealed that there was no significant difference in hardiness by gender. And, the Interpersonal Support Evaluation List (ISEL) consisting of 40 items developed by Cohen & Hoberman (1983) (Cronbach’s alpha = 0.631-0.847) was used to measure social support of teacher educators. The results of t test showed that there was no significant difference in social support by gender. Moreover, Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1982) (Cronbach’s alpha = 0.93), was used to analyze the job satisfaction among teacher educators. It encompassed 66 items in 9 subscales. The t test result revealed that there was no significant difference in job satisfaction by gender. To find out the relationships of social support, hardiness, social support and job satisfaction, Pearson product- moment correlation coefficient was used. According to the result, there were statistically significant correlation at the 0.01 level (2-tailed). The simple mediation path analysis was used to explicate the underlying mechanisms of the relationship between social support (IV) and job satisfaction (DV) through hardiness (Mediator). According to the result, Consistent Partial Mediation Model was found. Hardiness had significant direct effect on job satisfaction. Then, social support had significant direct effect on job satisfaction, and also significant indirect effect on it through hardiness as a mediator.