2024-03-29T08:52:19Z
https://meral.edu.mm/oai
oai:meral.edu.mm:recid/5133
2022-03-24T23:16:39Z
1582963492007:1595850089647
user-yuoe
An Exploratory Study of Self-efficacy and Job Satisfaction of Secondary School Teachers
Nu Nu Nyunt
Thida Aung
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.
2017-12
http://hdl.handle.net/20.500.12678/0000005133
https://meral.edu.mm/records/5133