A study on self efficacy and job satisfaction in early childhood educators

Abstract

Early childhood teachers play an important role in child development, a teacher child relationship in particular contribute to the development of a young child’s social emotional capability. Teacher self-efficacy has been determined to be an important factor in predicting student attainment. Self-efficacy has the power to motivate, influence choices, influence personal goals, and increase perseverance through difficult challenges. Self-efficacy begins by making people feel that they have the power to change their own world. Job satisfaction is mixture of psychological, physiological, environmental factors that genuinely lead a person to claim that he/she is happy with the job. The purpose of the study was to investigate how teacher job satisfaction and self-efficacy were related. A sample of 36 early educators in age 25-40 was taken. Standardized measures of self-efficacy and job satisfaction were used. The findings of study revealed that there is significant difference between males and females pertaining to IS (Instructional Strategies). However, there is no significant relationship between self-efficacy and job satisfaction. It will be very  helpful for teachers if  Government pay attention and try to strengthen the position of teachers by implementing appropriate assistance for teachers in the frame of the school classroom, enhancing their skills and knowledge and improving their abilities may increase teacher’s confidence level of effectively managing a classroom, implementing instructional strategies and engaging students to the learning process, and improve teacher’s job satisfaction.