Identifying the Relationships Between Components of Responsibility and Self-Efficacy in First-Grade Secondary School Teacher
Subject Areas : Education
mahbobeh Tehranchi
1
,
قدسی احقر
2
*
,
ashraf alsadat hosseini mirsafi
3
1 -
2 - استاد پژوهFull Professor of Educational Research and Planning Organization, Research Institute of Studies, Tehran, Iranشگاه تعلیم و تربیت آموزش و پرورش
3 - Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Islamic Azad University, South Tehran Branch, Tehran, Iran
Keywords: Responsibility, Self-efficacy, Teachers.,
Abstract :
This study aimed to examine the relationship between the components of responsibility and self-efficacy of first-year secondary school teachers in Tehran (2024-2025). The research method was applied and correlational, utilizing structural equation modeling. The sample consisted of 360 individuals selected through a sampling method. Data were collected using the researcher-developed responsibility questionnaire and the self-efficacy scale by Scherer et al. (1982). The reliability of the questionnaires was confirmed with a Cronbach's alpha of 0.89 and a CVR above 0.75. The results indicated that contextual and causal conditions have a significant direct and indirect impact on self-efficacy. Additionally, various factors such as evaluation methods, financial stress, family responsibilities, job insecurity, organizational flexibility, meritocracy, encouragement of idea generation, school connections with scientific and cultural centers, and improvements in the physical environment of the school all influence the self-efficacy of teachers. Paying attention to these factors can contribute to the academic growth of both teachers and students
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