Role of Self-Esteem and General Self-Efficacy in Teachers’ Efficacy in Primary Schools

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.