Exploring the Impact of Teacher Curiosity on Job Satisfaction and Self-Efficacy: A Quantitative Study in Stem Education

This dissertation presents a quantitative study involving 96 teachers of STEM subjects, aimed at investigating the relationship between teacher curiosity, job satisfaction, and teacher self-efficacy. The primary objective was to examine the significance of teacher curiosity in the context of educators' job satisfaction. The research findings indicate a moderate positive correlation between teacher curiosity and job satisfaction (r=0.57), suggesting that educators with higher curiosity tend to experience greater job satisfaction. Also, a moderate positive correlation (r=0.51) was identified between teacher curiosity and teacher self-efficacy, emphasizing the connection between curiosity and educators' belief in their ability to positively impact student learning. The results have implications for educational leaders, emphasizing the importance of considering teacher curiosity in hiring processes, planning professional development initiatives, and making informed school-based decisions.