Teachers' Perceptions of their Self-Efficacy and Quality of Professional Life

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Published: Jan 7, 2024
DOI: https://doi.org/10.12681/hjre.35618
Keywords:
teachers self-efficacy professional quality of life burnout
Aikaterini Lampropoulou
National and Kapodistrian University of Athens
https://orcid.org/0000-0002-1340-2071
Marilena Koutroumpi
National and Kapodistrian University of Athens
https://orcid.org/0009-0008-2309-4085
Abstract

The purpose of the research was to investigate teachers' perceptions regarding their self-efficacy and the quality of their professional lives. The relationship between the two concepts was studied, as was the existence of any differences between teachers' perceptions of self-efficacy and the quality of their professional lives in terms of gender, age, educational level, and years of experience. Finally, the predictive role of self-efficacy in the quality of teachers' professional lives was studied. The participants were 332 teachers of primary and secondary education from schools in the broader area of Attica, where the capital of Greece is located. Participants completed online the Teachers' Sense of Efficacy Scale, the Professional Quality of Life Scale, and a questionnaire on demographics. The results showed that teachers have positive perceptions regarding their self-efficacy and the quality of their professional lives. A statistically significant, but low, negative correlation was found between self-efficacy and burnout, and a statistically significant, moderate positive correlation was found between self-efficacy and compassion satisfaction. Statistically significant differences were also observed between men and women in secondary traumatic stress and compassion satisfaction, while statistically significant differences were found in teachers' self-efficacy, based on their years of service. Finally, it was found that self-efficacy could predict compassion satisfaction and burnout. Findings are discussed in relation to current literature.

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