Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 8 (2024)

Influence of Self-Efficacy, Teachers' Stress, and Demographics on the Teachers' Work Commitment and Intention to Stay

Christine Joy C. Borres | Joel D. Potane

Discipline: Education

 

Abstract:

The study aimed to determine the influence of self-efficacy, stress, and demographics on work commitment and intention to stay among elementary public school teachers. The study employed a descriptive-correlational research design to ascertain the relationship between and among the variables. Regression analysis was used to establish which existing variables significantly affected teachers’ work commitment and intention to stay. Proportionate stratified random sampling was used to select 126 teacher respondents. Data were gathered through survey questionnaires validated by experts. Results revealed that teachers have high self-efficacy, moderate stress, moderate commitment, and high intention to stay. There was a significant difference in teachers' self-efficacy when grouped by age and gender, while stress showed no significant difference concerning demographics. Teachers' self-efficacy in student engagement impacts work commitment. Teachers' stress in terms of workload and instrumental support are significant predictors of teachers' work commitment. Additionally, gender and teaching experience were significant predictors of work commitment. While teachers' self-efficacy in student engagement significantly influenced their intention to stay, teachers' stress did not influence their intention to stay. Similarly, none of the examined demographic profiles significantly influenced teachers' intention to stay. Moreover, commitment to students and school statistically influenced teachers' intention to stay. In conclusion, teachers with a strong sense of efficacy in student engagement demonstrate a more profound commitment to their work. The major concepts of George Homans’ Social Exchange Theory hold because teachers' high levels of self-efficacy across domains suggest a positive exchange dynamic within the educational environment.



References:

  1. Abellana, J.M., & Abadiano, M.N. (2020). The mindset of teachers in pursuing graduate education: A grounded theory. Journal of Critical Reviews, 7(15). https://www.jcreview.com/paper.php?slug=the-mindset-of-teachers-in-pursuing-graduate-education-a-grounded-theory
  2. Abun, D., Asuncion, S., Lazaro, J., Magallanes, T., & Catbagan, N. (2021). The effect of educational attainment, length of work experience on the self-efficacy of teachers and employees. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3954135
  3. Agai-Demjaha, T., Bislimovska, J. K., & Mijakoski, D. (2015). Level of work related stress among teachers in elementary schools. Open access Macedonian journal of medical sciences, 3(3), 484–488. https://doi.org/10.3889/oamjms.2015.076
  4. Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. https://doi.org/10.3390/ijerph191710706
  5. Agrawal, S., & Jain, B. K. (2020). Influence of demographic variables on organizational commitment of school teachers: Evidence from the Kathmandu Valley, Nepal. Quest Journal of Management and Social Sciences, 2(2), 262-274. https://doi.org/10.3126/qjmss.v2i2.33298
  6. Aloka, P. J., & Bojuwoye, O. (2013). Gender, age and teaching experiences differences in decision-making behaviours of members of selected Kenyan secondary school disciplinary panels. Asian Social Sciences, 9(10). https://doi.org/10.5539/ass.v9n10p43
  7. Altun, M. (2017). The effects of teacher commitment on student achievement: A case study in Iraq. International Journal of Academic Research in Business and Social Sciences, 7(11), 417-426. https://doi.org/10.6007/ijarbss/v7-i11/3475
  8. Amutabi, M. N. (2018). Social and political obstacles in pursuing PhD degree in Africa: Interrogating the problem of gatekeepers and structural obstacles. Journal of African Interdisciplinary Studies. 2 (1), 126–146.
  9. Anderson, S. (2022). The truth about teacher salaries and its effects on teachers and students. California State University, Chico. http://hdl.handle.net/20.500.12680/g732dg94s
  10. Antonio, G. C. (2023). Resilience and sense of self-efficacy among Filipino educators during the 2019 corona virus pandemic. American Journal of IR 4.0 and Beyond, 2(1), 1-5. https://doi.org/10.54536/ajirb.v2i1.1457.
  11. Bashaija, A., Atibuni, D. Z., & Rukundo, A. (2022). Demographic characteristics and occupational stress by secondary school teachers in Greater Bushenyi, Uganda. East African Journal of Education and Social Sciences 3(2),73-77. https://doi.org/10.46606/eajess2022v03i02.0161.
  12. Cagape, W.E, Baog, I.W., Magayo, J.C., & CLerigo, K.O. (2021). Work commitment among public secondary school teachers in Davao City. International Journal of Scientific & Engineering Research, 12 (11), 1043-1049. Retrieved from https://www.ijser.org/research-paper-publishing-november-2021_page2.aspx
  13. Galanakis, M. , Alexiou, E. , Androutsopoulou, A. , Chiotaki, I. , Mouselimidou, I. , Mylona-Fountzoula, M. , Papadopoulou, C. & Tsirozidi, S. (2020) Occupational Stress Relation to Tenure and Educational Level in Primary School Teachers in Greece. Psychology, 11, 865-873. https://doi.org/10.4236/psych.2020.116056
  14. George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn & Bacon.
  15. Graham, L. J., White, S. L., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and Teacher Education, 96, 103190. https://doi.org/10.1016/j.tate.2020.103190
  16. Gustafson, K. (2015). Increasing the Teaching Profession’s Collaborative Capacity: A Proposal of Organizational Change to Reduce Stress Experienced by Teachers (Doctoral dissertation, City University of Seattle).
  17. Halim, R. A., & Ahmad, H. H. (2015). Distributed leadership, contextual factor and teachers’ self-efficacy in Malaysia. Malaysian Online Journal of Educational Management, 3(3), 1–12.
  18. Huang, S., & Yin, H. (2018). Teacher efficacy and affective well-being in Hong Kong: An examination of their relationships and individual differences. ECNU Review of Education, 1(2), 102-126. https://doi.org/10.30926/ecnuroe2018010205
  19. Hughes, A. L., Matt, J. J., & O’Reilly, F. L. (2014). Principal support is imperative to the retention of teachers in hard-to-staff schools. Journal of Education and Training Studies, 3(1), 129–134. https://doi.org/10.11114/jets.v3i1.622
  20. Islam, T., Ahmad, Z., Ahmed, I., Ahmad, A., Saeed, M., & Muhammad, S. K. (2012). Does compensation and demographical variable influence on teachers commitment and job satisfaction? a study of university of the Punjab, Pakistan. International Journal of Business and Management, 7(4), 35.
  21. Ismael, J., Lazzaro, A. E., & Ishihara, B. (2021). It takes heart: the experiences and working conditions of caring educators. Radical Teacher (Cambridge), 119(119), 30–40. https://doi.org/10.5195/rt.2021.707
  22. Jordan, G. Y., &  Oliva E.R.D. (2022). A structural equation model on teacher turn-over intention in relation to organizational commitment, school culture and work environment. Journal of Education and Practice, 13(29). 87-103. https://doi.org/10.7176/JEP/13-29-10
  23. Kabito, G., & Wami, S. (2020). Perceived work related stress and its associated factors among public secondary school teachers in Gondar city: a cross-sectional study from Ethiopia. BMC Notes, 13(36), 2-7.
  24. Korso, G. B. (2013). Teachers’ perceived commitment as measured by age, gender and school type. Greener Journal of Educational Research, 3(8), 363-372. https://doi.org/10.15580/gjer.2013.8.080913830
  25. Kraft, M. A., Marinell, W. H., & Yee, D. S. (2016). School Organizational Context. American Educational Research Journal and student achievement, 53, 1411-1449. http://dx.doi.org/10.3102/0002831216667478
  26. Laily, N., & Wahyuni, D. U. (2023). Teacher performance based on stress and organizational commitment. International Journal of Scientific and Research Publications (IJSRP), 7(12), 192-199.
  27. Lazarides, R., & Warner, L. M. (2020). Teacher self-efficacy. Oxford research encyclopedia of education. https://doi.org/10.1093/acrefore/9780190264093.013.890
  28. Malagsic, M. T., Petalla, M. B., & Doromal, A. D. (2021). Self-efficacy and work commitment of the private senior high school teachers in time of pandemic. International Journal of Sciences: Basic and Applied Research, 60 (4), 345-359. Retrieved from https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/13568
  29. Mahmood, K., Ghaffar, A., & Ullah, M. I. (2022). Demographic factors and job stress among school teachers of Punjab, Pakistan. Journal of Education and Social Studies, 3(2), 126-136. https://doi.org/10.52223/jess.20223208
  30. Miller, T. M. (2020). Teacher self-efficacy and years of experience: Their relation to teacher commitment and intention to leave [Doctoral dissertation]. https://hdl.handle.net/1808/34216
  31. Mwesiga, A., & Okendo, E. (2018). Levels of teachers commitment to the teaching profession in secondary schools in Kagera Region, Tanzania. Research on Humanities and Social Sciences, 8(14), 117-127.
  32. Rabago-Mingoa, T. (2017). Filipino teachers stress levels and coping strategies. In De La Salle State University Research Congress.
  33. Rani, S., & Jain, R. (2023). Understanding the relationship between gender and experience in the self-efficacy of Indian teacher educators. Journal of Positive School Psychology, 7(1), 953-964.
  34. Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837-859. https://doi.org/10.1007/s11218-020-09567-x
  35. Sarabia, A., & Collantes, L. M. (2020). Work-related stress and teaching performance of teachers in selected school in the Philippines. Indonesian Research Journal in Education, 4(1), 6-27. https://doi.org/10.22437/irje.v4i1.8084
  36. Seeram, E. (2019). An overview of correlational research. American Society of Radiologic Technologists, 91.
  37. Shuls, J., & Flores, J. (2020). Improving teacher retention through support and development. Journal of Educational Leadership and Policy Studies, 4(1). https://eric.ed.gov/?id=EJ1282763
  38. Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. https://doi.org/10.1097/nur.0000000000000493
  39. Tarraya, H. (2023, June 24). Teachers’ workload policy: Its impact on Philippine public school teachers. Puissant, 4. Retrieved from //puissant.stepacademic.net/puissant/article/view/246
  40. Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating teacher commitment scale using a Malaysian sample. SAGE Open, 4(2), 215824401453674. https://doi.org/10.1177/2158244014536744
  41. Torkaman, F., Farhang, S., Zakerian, S. A., Torkaman, M., & Niaragh, H. K. (2017). A study on the effect of job burnout and stress on job satisfaction among teachers of exceptional school. Pharmacophore. https://pharmacophorejournal.com/5PHGY7o
  42. Tschannen-Moran, M., & Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
  43. Ulaş, M., & Şenel, E., (2020). The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation: A study on physical education teachers. Cypriot Journal of Educational Science. 15(6), 1439-1453. https://doi.org/10.18844/cjes.v15i6.5217
  44. Ünal Z., & Ünal A.. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International journal of Instruction, 5(2). https://www.e-iji.net/volumes/318-july-2012-volume-5-number-2
  45. Yusoff, M. S. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49-54. https://doi.org/10.21315/eimj2019.11.2.6
  46. Zeb, S., & Nawaz, A. (2016). Impacts of self-efficacy on organizational commitment of academicians a case of Gomal university. Journal of Information & Knowledge Management , 6(1). https://www.iiste.org/Journals/index.php/IKM/article/view/28365.
  47. Zedan, R. (2012) Stress and coping strategies among elementary schools teachers in Israel. Universal Journal of Education and General Studies. 1(9), 265-278. Retrieved from http://www.universalresearchjournals.org/ujegs.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic