TITLE:
Role of Self-Esteem and General Self-Efficacy in Teachers’ Efficacy in Primary Schools
AUTHORS:
Azizuddin Khan, Eleni Fleva, Tabassum Qazi
KEYWORDS:
Cognitive Process, Primary Education, Self-Efficacy, Self-Esteem, Teachers’ Efficacy
JOURNAL NAME:
Psychology,
Vol.6 No.1,
January
23,
2015
ABSTRACT: Teachers’
self-efficacy is assumed to be affected by self-esteem and teachers’ general self-efficacy.
Self-esteem is considered to be a trait reflecting an individual’s
characteristic affective evaluation of self (Gist &
Mitchell, 1992). The current study explores the factors that would affect teachers’
efficacy in cultural context. In the current study 200 teachers participated
from various public schools. Multivariate analysis of variance and
correlational analysis were employed to understand the effect of self-esteem and
self-efficacy on teachers’ efficacy. The results indicated significant
relationship between teachers’ efficacy and general self-efficacy and self-esteem.
It was found that low self-esteem and low general self-efficacy led to low teachers’
efficacy and consequently substandard performance in the class. On the
contrary, high teachers’ efficacy was a reflection of high self-esteem and high
general self-efficacy. Self-esteem influenced only in decision making,
perceived education self-efficacy, perceived disciplinary self-efficacy,
ability to get cooperation from community, and in the development of positive
school environment of teachers’ efficacy. General self-efficacy influenced all
the components of teachers’ efficacy except decision making and ability to
influence school council/authorities. In the study, it was observed that self-esteem
significantly influenced teachers’ efficacy.