Reppa G, Mousoulidou M, Tzovla E, Koundourou C, Christodoulou A. The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study.
Front Psychol 2023;
14:1223222. [PMID:
37928576 PMCID:
PMC10620719 DOI:
10.3389/fpsyg.2023.1223222]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 09/26/2023] [Indexed: 11/07/2023] Open
Abstract
Introduction
This research was conducted to examine the extent to which teachers' self-efficacy affects their well-being following the COVID-19 pandemic. The originality of the research lies in the fact that there are not enough studies that simultaneously examine the relationship between well-being and self-efficacy in primary school teachers in Greece and Cyprus.
Methods
A total of 258 primary school teacher participants took part in this study, aged 23-62. The Teachers' Sense of Efficacy Scale and the PERMA Profiler questionnaire were used to study the relationship between teachers' well-being and self-efficacy.
Results
Results show that after the COVID-19 pandemic, teachers' well-being is moderate to high. Moreover, teachers' self- efficacy is also high and related to their well-being.
Discussion
An important finding from the current research is that teachers' self-efficacy in promoting student engagement was the most important predictor for teachers' well-being. The implications of the results are discussed, and recommendations are made.
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