A Comparative Study of Teacher’s Efficacy and Relationship Satisfaction among Male and Female School Teacher’s
Main Article Content
Abstract
Teacher Efficacy is measured by how people assess their level of confidence, they have on their ability to guide students towards the path of success rather than just constantly focusing on their contemporary feelings. It is a way an individual assesses and build a path to help the student learn, build effective program for betterment of students and use innovative ideas to make them learn now things. Relationship satisfaction includes an individual’s ability to enjoy life and form a balance between life activities, relationships with their spouse or partner & efforts to achieve psychological resilience whenever they are undergoing a tough time or times where they have a fight with their spouse/partner. The current study aimed at studying the teacher efficacy and relationship satisfaction in school teachers. Samples of 160 school teachers were taken from Delhi NCR. The study reported that the female school teachers have a better teacher efficacy and relationship satisfaction which indicates that if an individual have better teacher efficacy they would also have a better relationship satisfaction and they are more satisfied with their lives. These findings can be used in Indian context and thus vital steps can be taken to teach the people to make their lives better. They can be made more mindful of the consequences of the hard effect of relationship satisfaction and teacher efficacy.
Article Details
References
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Bell, C. A., Kamble, S. V., & Fincham, F. D. (2018). Forgiveness, attributions, and marital quality in U.S. and Indian marriages. Journal of Couple & Relationship Therapy, 17(4), 276–293. https://doi.org/10.1080/15332691.2018.1433569
Collie, R. J., & Martin, A. (2020, April 7). Teacher wellbeing during COVID-19. Teacher Magazine. Retrieved March 21, 2023, from https://www.teachermagazine.com/au_en/articles/teacher-wellbeing-during-covid-19
Han, J., Perron, B. E., Yin, H., & Liu, Y. (2020). Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction. Higher Education Research & Development, 40(2), 247–262. https://doi.org/10.1080/07294360.2020.1756747
Sadeghi, K., Ghaderi, F., & Abdollahpour, Z. (2021). Self-reported teaching effectiveness and job satisfaction among teachers: The role of subject matter and other demographic variables. Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e07193
Rajesh, J. I., & Suganthi, L. (2013). The satisfaction of teachers with their supervisors’ interpersonal communication skills in relation to job burn-out and growth satisfaction in southern India. Management in Education, 27(4), 128–137. https://doi.org/10.1177/0892020613498521
Ada, A., & Etele, A. V. (2020). Relationship between emotional intelligence and marital satisfaction of male and female married teachers in Anambra State. The European Journal of Educational Sciences, 07(03). https://doi.org/10.19044/ejes.v7no3a1
Teacher wellbeing. INEE. (2022, May 24). Retrieved March 21, 2023, from https://inee.org/collections/teacher-wellbeing
Collie, R. J., Bostwick, K. C., & Martin, A. J. (2019). Perceived autonomy support, relatedness with students, and workplace outcomes: an investigation of differences by teacher gender. Educational Psychology, 1-20.
Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39.
Collie, R. J., & Martin, A. J. (2017). Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement. Learning and Individual Differences, 55, 29-39.
Collie, R. J., Martin, A.J. & Granziera, H. (2018, May 8). Being able to adapt in the classroom improves teachers' well-being. The Conversation. https://theconversation.com/being-able-to-adapt-in-the-classroom-improves-teachers-well-being-95788
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers' psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788–799.
Miller, K. (2020, March 18) Let's Aim for Physical Rather Than Social Distancing. Psychology Today. https://www.psychologytoday.com/us/blog/the-refugee-experience/202003/lets-aim-physical-rather-social-distancing
Slemp, G. R., Kern, M. L., Patrick, K. J., & Ryan, R. M. (2018). Leader autonomy support in the workplace: A meta-analytic review. Motivation and emotion, 42(5), 706-724.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination. Cognition and Personality,9(3), 185-211.https://doi.org/10.219
Schutte, N. S., Malouff, J. M., & Bhullar, N. (2009). The assessing emotions scale. In J. D. A. Parker, D. H. Saklofske, & C. Stough(Eds.), Assessing emotional intelligence, 119-134. https://doi.org/10.1007/978-0-387-88370-0_7
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T.,Golden, C. J., & Dornheim, L. (1998). Development and validation ofa measure of emotional intelligence. Personality and Individual Differ-ences,25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4
Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology,62(3),373-386. https://doi.org/10.1002/jclp.20237
Sisask, M., Varnik, P., Varnik, A., Apter, A., Balazs, J., Balint, M., ...Wasserman, D. (2014). Teacher satisfaction with school and psychological well-being affects their readiness to help children with mental health problems. Health Education Journal,73(4), 382-393. https://doi.org/10.1177/0017896913485742
Taylor, C., Harrison, J., Haimovitz, K., Oberle, E., Thomson, K., Schonert-Reichl, K., & Roeser, R. W. (2016). Examining ways that a mindfulness-based intervention reduces stress in public schoolteachers: A mixed-methods study. Mindfulness,7(1), 115-129. https://doi.org/10.1007/s12671-015-0425-4
Vazi, M. L. M., Ruiter, R. A. C., Van Den Borne, B., Martin, G., Dumont, K., & Reddy, P. S. (2013). The relationship between wellbeing indicators and teacher psychological stress in Eastern Cape publicschools in South Africa.SA Journal of Industrial Psychology,39(1). https://doi.org/10.4102/sajip.v39i1.1042
Verma, N. (2020). Psychological wellbeing among secondary schoolteacher: role of mindfulness and burnout. Bioscience Biotechnology Research Communications,13(10), 13-18.
Psychological Well-Being of School Teachers262Voci, A., Veneziani, C. A., & Fuochi, G. (2018). Relating mindfulness, heartfulness, and psychological well-being: The role of self-compassion and gratitude. Mindfulness,10(2), 339-351. https://doi.org/10.1007/S12671-018-0978-0
Yahyazadeh-Jeloudar, S., & Lotfi-Goodarzi, F. (2012). Teachers’ emotional intelligence and its relationship with job satisfaction. Advances in Education,1(1), 4-9.