Investigating the Relationship Between Teachers' Psychological Well-Being and Self-Efficacy Levels
Keywords:
Teacher, Psychological Well-being, Self-efficacyAbstract
Self-efficacy refers to an individual's level of confidence in their own abilities, knowledge and skills in a particular task or field. Psychological well-being refers to an individual's overall emotional, mental and social well-being. This concept occupies an important place in the field of positive psychology and includes not only the absence of disease or disorder, but also the presence of positive elements such as richness, meaning and satisfaction in life. Psychological well-being in teachers is an important factor that increases success and satisfaction in educational environments. A teacher's psychological well-being is of great importance both in terms of his/her own health and its impact on students' education. Psychological well-being in teachers is thought to be related to self-efficacy. In this respect, this study aims to examine the relationship between teachers' psychological well-being and self-efficacy levels. Quantitative research methods were used in the study. In this context, relational screening model, one of the holistic research models, was used in line with the purpose of the research. The population of the study consists of teachers working in Kayseri province in the spring semester of the 2023-2024 academic year. The samples of the study consisted of 160 teachers determined by the convenience sampling method from this universe. The demographic information form, psychological well-being scale and self-efficacy scale were used as data collection tools to determine the democratic characteristics of teachers. Quantitative data analysis methods were used to analyze the research data. Research data were analyzed with SPSS 24 program. In the study, it was seen that female teachers had higher levels of psychological well-being and self-efficacy levels than male teachers in terms of gender. In addition, it was concluded that the psychological well-being levels and self-efficacy levels of teachers with 21 or more years of professional seniority were lower than other teachers. In line with the comparisons made in the study, it was concluded that teachers' psychological well-being levels have an increasing effect on their self-efficacy levels.
References
Ağaçbacak, P. M. (2019). Pozitif psikoloji bağlamında sınıf öğretmenlerinin psikolojik iyi oluş düzeyleri ile özyeterlik inançları ve örgütsel bağlılık davranışları arasındaki ilişkinin incelenmesi. Doktora Tezi, Marmara Universitesi, Eğitim Bilimleri Enstitüsü.
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and teacher education, 18(6), 675-686.
Gordon, D., Blundell, C., Mills, R., & Bourke, T. (2023). Teacher self-efficacy and reform: A systematic literature review. The Australian Educational Researcher, 50(3), 801-821.
Gökyer, N., & Bakcak, S. (2018). Ortaokul öğretmenlerinin özyeterlik düzeyleri: Elazığ ili örneği. Turkish Journal of Educational Studies, 5(3), 82-98.
Gündüz, Y., & Çağırga, T. (2023). Öğretmenlerin tolerans düzeyi ıle psikolojik ıyi oluşlari arasindaki ılişki. Sinop Üniversitesi Sosyal Bilimler Dergisi, 7(2), 997-1028.
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching, 29(2), 220-240.
Karaçam, A., & Pulur, A. (2019). Beden eğitimi öğretmenlerinin başarı algılarında yordayıcı olarak akademik iyimserlik, psikolojik iyi oluş ve fiziksel öz saygı. Kastamonu Eğitim Dergisi, 27(1), 209-218.
Kouhsari, M., Chen, J., & Baniasad, S. (2023). Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data. Research in Comparative and International Education, 18(3), 395-418.
Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. In Oxford research encyclopedia of education.
Lee, S. J., York, P. M., Williams III, J. A., Richardson, S. C., Davis, A. W., Williams, B. K., & Lewis, C. W. (2023). Teachers’ psychological distress in North Carolina: An analysis of urban versus non-urban school districts. Urban Education, 58(9), 2146-2176.
Maricuțoiu, L. P., Pap, Z., Ștefancu, E., Mladenovici, V., Valache, D. G., Popescu, B. D., ... & Vîrgă, D. (2023). Is teachers’ well-being associated with students’ school experience? A meta-analysis of cross-sectional evidence. Educational Psychology Review, 35(1), 1.
Padmanabhanunni, A., Pretorius, T. B., & Khamisa, N. (2023). The role of resilience in the relationship between role stress and psychological well-being during the COVID-19 pandemic: A cross-sectional study. BMC psychology, 11(1), 45.
Pozo-Rico, T., Poveda, R., Gutiérrez-Fresneda, R., Castejón, J. L., & Gilar-Corbi, R. (2023). Revamping teacher training for challenging times: Teachers’ well-being, resilience, emotional intelligence, and innovative methodologies as key teaching competencies. Psychology Research And Behavior Management, 1-18.
Sarıtaş, S. (2019). Sınıf öğretmeni adaylarının psikolojik iyi oluş halleri, mesleki kaygı düzeyleri ve özyeterlik inançlarının incelenmesi. Doktora Tezi, Marmara Universitesi, Eğitim Bilimleri Enstitüsü.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069.
Telef, B. B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 374-384.
Williams, M. K., Christensen, R., McElroy, D., & Rutledge, D. (2023). Teacher self-efficacy in technology integration as a critical component in designing technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education, 23(1), 228-259.
Yıldırım F. ve İlhan, İ. Ö. (2010). Genel özyeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4):301-8.
Yıldız, B., & Aslan, H. Öğretmenlerin psikolojik iyi oluşları ile erteleme davranışları arasındaki ilişki. Akademik Platform Eğitim ve Değişim Dergisi, 6(2), 246-278.
Yin, H., Tam, W. W. Y., & Lau, E. (2023). Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment. Teaching and Teacher Education, 123, 103997.
Yurdaışık, Ö. E., Karaman, M. A., Atasayar, Ö., İriz, F., & Bakırtaş, E. (2023). Psikolojik İyi Oluşun Eğitim Öğretim Süreçlerindeki Konumu. International Journal of Social Humanities Sciences Research, 10(95), 1090-1098.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015.
