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Cited by 23Psychological Well-being and Life SatisfactionTeacher Education and Leadership StudiesOccupational Health and Burnout

The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study

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Reppa, Glykeria, Mousoulidou, Marilena, Tzovla, Eirini, Koundourou, Christiana, Christodoulou, Andri·2023·Frontiers in Psychology
DOI 10.3389/fpsyg.2023.1223222PMC PMC10620719
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Abstract

Introduction: This research was conducted to examine the extent to which teachers' self-efficacy affects their well-being following the COVID-19 pandemic. The originality of the research lies in the fact that there are not enough studies that simultaneously examine the relationship between well-being and self-efficacy in primary school teachers in Greece and Cyprus. Methods: A total of 258 primary school teacher participants took part in this study, aged 23-62. The Teachers' Sense of Efficacy Scale and the PERMA Profiler questionnaire were used to study the relationship between teachers' well-being and self-efficacy. Results: Results show that after the COVID-19 pandemic, teachers' well-being is moderate to high. Moreover, teachers' self- efficacy is also high and related to their well-being. Discussion: An important finding from the current research is that teachers' self-efficacy in promoting student engagement was the most important predictor for teachers' well-being. The implications of the results are discussed, and recommendations are made.

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  • Teaching beliefs are significantly and positively associated with self-efficacy, work engagement, and instructional behavior in primary school teachers.

    “Research focusing specifically on primary school teachers has shown that teaching beliefs are significantly and positively associated with self-efficacy, work engagement, and instructional behavior (Reppa et al., 2023; Luján, 2021; Li et al., 2024)”

    From Teaching beliefs and wellbeing among primary school teachers: a moderated mediation of work engagement and career adaptability (2026) · cites this paper as Reppa et al., 2023

    The Results (page unavailable) report significant positive associations between teachers’ self-efficacy and PERMA engagement in primary school teachers. The paper does not report a separate test of teaching beliefs against self-efficacy, work engagement, and instructional behavior; its instructional-strategies measure concerns perceived efficacy, not observed behavior. (LLM, conf=0.86)

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References 63 · Cited by 23

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Authors
Reppa, G., Mousoulidou, M., Tzovla, E., Koundourou, C., & Christodoulou, A.
Affiliations
Neapolis University Pafos (CY)
Corresponding author
Reppa, Glykeria
ORCID
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2023-10-19
Volume
14
Pages
1223222-1223222
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2023.1223222
PMC
PMC10620719
OpenAlex
W4387779814
Cited by
23
References
63
Citations by year
2026: 12 · 2025: 6 · 2024: 5
FWCI
6.81
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
Keywords
teacher self-efficacy, teacher well-being, primary school teachers, COVID-19 pandemic, student engagement, PERMA model

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