An Exploratory Study of Self-efficacy and Job Satisfaction of Secondary School Teachers
Main Article Content
Keywords
self-efficacy, job satisfaction
Abstract
The main purpose of this study was to investigate the factors affecting the self-efficacy of secondary school teachers and their satisfaction to the teaching profession. A total of 530 teachers from eight selected Basic Education High Schools from Yangon Region and six Basic Education High Schools from Tanintharyi Region participated in this study. This study employed the questionnaire survey method using the Teacher Self-Efficacy Scale and Teacher Job Satisfaction Survey. Regarding the teachers' self-efficacy, significant difference was found on efficacy to enlist parental involvement subscale by age. Moreover, there were significant differences on efficacy to influence decision making and efficacy to enlist parental involvement subscales by teaching experience. Concerning the teachers' job satisfaction, significant difference was found by age. In addition, there was significant difference on the whole test of job satisfaction among different teaching experience groups. Relating to designation, there was a significant difference on job satisfaction. The significant difference was found to be on job satisfaction by region. The result evidently showed that teachers' self-efficacy was positively related to job satisfaction. The result of simple linear regression analysis revealed that self-efficacy may be considered as a predictor of job satisfaction. The teachers who have high self-efficacy would be satisfied with their jobs. Thus, the policy-makers should consider to design and apply appropriate policies to create professional development programs to increase teachers' self-efficacy.
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