The Relationship between Professional Development and Job Performance and Self-Efficacy of High School Teachers in Qom Province

Document Type : research paper

Authors

1 Department of Educational Sciences - Farhangian University, Hazrat Masoumeh (PBUH) Modares

2 Islamic azad university of Qom branch

3 M. A. of Educational Management, Islamic Azad University, Qom Branch, Iran.

Abstract

The aim was to identify the relationship between job performance and self-efficacy with the professional development of high school teachers in Qom province. The research method was descriptive-correlational in terms of practical purpose and in terms of data collection method. The statistical population included 1000 teachers of secondary schools of education and training and the statistical sample of 366 people who were selected based on Cochran's formula by stratified random method. To collect data from three standard questionnaires; Teachers' self-efficacy scales of Scanen, Muran Wolfolk, Hershey and Goldsmith's job performance (2001), development of professional standards for Ayoubi teachers (2014), with reliability of 0.82, 0.92, and 0.95, respectively, were used based on Cronbach's alpha. Descriptive and inferential analysis of data to the level of Kolmogorov-Smirnov test, Pearson correlation and multivariate regression in the form of Spss software showed that there is a relationship between job performance and self-efficacy with professional development of high school teachers in Qom province. The predicted variable regression coefficients show that self-efficacy (β = 0.296, t = 32.74) and job performance (β = 0.250, t = 2.87) can predict professional development. As a result, it can be said that with the provision of professional development programs and programs, employees' job performance and self-efficacy increase simultaneously.

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