Predicting Self-Efficacy Based on the Component of Career Concerns of Female High School Teachers

Karbakhsh, Raziyeh; Zabihi Jalali Zavareh, Elaheh; Sadat Seyedi, Mahboobeh

Predicting Self-Efficacy Based on the Component of Career Concerns of Female High School Teachers

Document Type : research paper

Authors

¹ M. A. in job counselling, Department of Education, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

² M. A. in job counselling, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran

Abstract

One of the attributes that is associated to teachers’ success and failure is self-efficacy. But the key question is, is it possible to predict self-efficacy of high school teachers based on the career concerns component. The aim of the present study is to predict self-efficacy based on the career concerns component of Female high school teachers. This research is descriptive and correlational. The statistical population of the study includes all female high school teachers of High schools in district 15 of Tehran in the 96-97 academic year. 155 teachers who were selected based on multi-stage cluster sampling completed the questionnaire. In order to investigate the relationship between occupational concerns and self-efficacy, the Professional Concerns Questionnaire of Super, and the Self-Efficacy Scale developed by Sherer et al. were employed. The data were analyzed using Pearson correlation and concurrent multiple regression. The results showed that there was a significant positive correlation between self-efficacy and job discovery stage, the stage of cooperation cut-off, the stage of engagement of job, while there was no statistically significant correlation between self-efficacy, survival and maintenance and career change stage. Regression analysis showed that predictor variables including job discovery stage, working stage, survival and maintenance phase, discontinuation phase, and job change stage accounted for 8% of the variance of self-efficacy variable. By considering the concern variable along with other factors affecting self-efficacy, one can expect teachers to improve self-efficacy.

Keywords