PSYCHOLOGICAL WELL-BEING OF PUBLIC ELEMENTARY TEACHERS: ITS INFLUENCE ON THEIR SELF-EFFICACY AND MOTIVATION

Micha  E. Gabule,

PSYCHOLOGICAL WELL-BEING OF PUBLIC ELEMENTARY TEACHERS: ITS INFLUENCE ON THEIR SELF-EFFICACY AND MOTIVATION

Abstract:

This is study aimed at assessing the psychological wellbeing, level of self-efficacy and motivation among 115 public school teachers in one of the school Divisions of Iligan City. Using descriptive correlational research design, a validated survey questionnaire was the main tool in data gathering. Findings revealed that majority of the teacherrespondents belonged to age range 24-43 years old, females, married, and had taught for more than 5 years. They demonstrated high level of psychological well-being, except for the subscale on purpose in life. In terms of selfefficacy, results showed that teachers displayed very high level of self-efficacy in both dimensions of teacher selfefficacy. Their high level of self-efficacy in terms of student engagement were attributed from their efforts in planning their lessons carefully, employing creative strategies upon the delivery of their lessons, conducting home visitations and designing materials that catered various types of learners. On the other hand, teachers’ high level of selfefficacy in terms of instructional strategies was drawn from their beliefs to perform efficiently amidst trials, from their readiness to accept changes in the teaching landscape, from the amount of teaching experience they had, and from professional development opportunities they have gained. As to motivation, the respondents displayed very high level of motivation in all aspects of motivation, except for the sub scale on amotivation. Moreover, it was found out that teachers did not differ on their level of psychological well-being considering their profile in terms of age, sex, civil status, and length of service. A low positive correlation between self-efficacy and motivation was also revealed in the study. In similar manner, results also showed significant influence of psychological well-being to both self-efficacy and motivation of teachers. Hence, the study confirmed the PERMA model that wellbeing can be attained not just by a single factor alone. The combinations of the factors of self-efficacy and motivation significantly influenced the psychological well-being of teachers. Well-being activities, if embedded into teachers’ training and development, teachers would likely perform with utmost efficacy the roles and functions expected from them.