Exploring The Relationship Between Self-Efficacy and Well-Being Among Female Teachers

Abstract

Teaching as a profession can be both satisfying and challenging, with educators often facing several challenges that not only influence their psychological but also their emotional states. This research explored the relationship between self-efficacy and well-being among female teachers. The study examined how perceptions of one’s skill, capabilities, and expertise in proficient tasks are related to overall mental and emotional health. A quantitative correlational design and purposive sampling method were used for the present research. A sample of 258 teachers from various educational and teaching institutions in and around Pune was collected. Standardized measures of self-efficacy- General Self-Efficacy Scale (GSE) and Well-being- Warwick-Edinburgh Mental Well-being Scale (WEMWBS) were used. The data was analyzed with Pearson’s Correlation, and the results indicated that self-efficacy and well- being are positively correlated. This indicated that the higher the efficacy of teachers, the higher and greater their well-being. The research indicates the importance of catering to and nurturing the self-efficacy of teachers and/or educators so that they can be mentally robust. The study suggests that teacher training programs and workplace policies should be implemented. The limitations and recommendations for future research are discussed in the study.