<b>Relationship between High School teachers’ wellbeing and teachers’ efficacy</b> - doi: 10.4025/actascieduc.v34i2.16716

Abstract

The purpose of this study was to find out the relationships between high school teachers’ wellbeing and their efficacy. The methodology of this study was that of a quantitative research. The population of this study was all high schools’ teachers in 9th to 11th grades in Zahedan, Iran. Out of 315 samples, the valid sample of this study was 290. The two questionnaires employed here were The Oxford Happiness Questionnaire of the Hills and Argyle (2002) and Teachers’ Sense of Efficacy Scale of the Tschannen-Moran and Woolfolk-Hoy’s (2001). SPSS 15 was used to produce mean, standard deviations, Pearson Product Moment Correlation (r), t-test, and Analysis of Variance. The results showed that the high school teachers scored over average on wellbeing and also marked relatively high scores on teachers’ efficacy and factors related to this variable. There was a positive relationship between teachers’ wellbeing and their efficacy in instructional activities. The results also showed that there was relatively high positive correlation between teachers’ wellbeing, teacher efficacy and sub variables related to teacher efficacy in female, older, married, and also teachers with 5-10 years job experiences in comparison with male, younger, single, and teachers with more than 10 years job experiences.

Keywords

• wellbeing
• teachers’ efficacy
• student engagement
• instructional strategies
• classroom management
• high school teachers