THE IMPACT OF SELF-EFFICACY ON JOB SATISFACTION AMONG GOVERNMENT SCHOOL TEACHERS IN SRI LANKA (WITH SPECIAL REFERENCE TO KALUTARA DISTRICT).

Abstract

The role of teachers is very important for the success of students' education. Additionally, it’s essential to focus on their job satisfaction. Here, teachers gain confidence in self-efficacy to develop new methods for conducting more effective teaching and rooting for each other's improvement. Teachers’ job satisfaction and self-efficacy are essential to achieving better student performance. This study's main objective is to investigate the impact of self-efficacy on job satisfaction among government school teachers in Sri Lanka. A structured questionnaire was distributed to 371 government school teachers in the Kalutara area selected via a multistage cluster sampling technique. This study used a quantitative approach. The data was analysed using Factor Analysis and Binary Logistic Regression with the support of SPSS. The Norwegian Teacher Self-Efficacy Scale was applied to evaluate teachers' self-efficacy. The results imply that females were more satisfied with their jobs than males. The age range of 36- 45 years respondents recorded the highest percentage of satisfaction. And the majority of the teachers were married. Binary logistic regression has found that keeping discipline was a significant factor in teacher's job satisfaction. However, other components, namely Instruction, adapting education to individual students’ needs, coping with changes and challenges, and cooperating with colleagues and parents, did not significantly impact teacher's job satisfaction. The finding of the study suggests to give training sessions to control classroom dynamics and maintain discipline for the teachers. Furthermore, the government should pay more attention to those programs.