A Study of Factors Influencing Teacher Well-Being and Self-Efficacy among School Teachers

This study investigates the determinants of teachers’ well-being and self-efficacy, measuring these variables and exploring influencing factors within educational settings. A mixed-method research design was employed, with sixty participants selected through purposeful sampling from different teaching contexts and career stages, including both pre-service and in-service teachers from government and private schools. Data collection involved the Teacher Well-Being Scale (TWBS) and the Teacher Sense of Self-Efficacy Scale (TSES), along with semi-structured interviews. Quantitative data from the psychological tools were scored and analyzed statistically using means and standard deviations, while qualitative data underwent thematic analysis. Findings indicate that in-service teachers exhibit higher self-efficacy, peaking at 16-20 years of experience, while pre-service teachers show more variability. Well-being scores reveal that in-service teachers mainly fall into “High” categories, while pre-service teachers are evenly distributed across “Average” and “High” categories. Government school teachers report higher well-being than private school teachers. Teachers’ work experience correlates with higher efficacy, stabilizing in mid to late career stages, while well-being varies across experience ranges, with stability in the 31-35 years of experience. Factors that influence teachers’ well-being include infrastructure, autonomy, interpersonal relationships, decision-making participation, and work-life balance, along with professional and personal growth. Determinants of self-efficacy include enactive mastery experiences, effective classroom management, and strong subject matter command. Vicarious experiences through colleagues and supervisors, verbal persuasion, and psychological states influenced self-efficacy. The study reveals a positive correlation (ρ = 0.322658) between teacher well-being and self-efficacy, indicating an interconnected relationship where enhanced well-being contributes to higher self-efficacy. The study underscores the importance of creating conducive teaching environments that foster supportive physical and psychological environments and support systems to enhance teacher well-being and self-efficacy.