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

Glykeria Reppa; Marilena Mousoulidou; Eirini Tzovla; Christiana Koundourou; Andri Christodoulou

doi:10.3389/fpsyg.2023.1223222

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

Front Psychol. 2023 Oct 19:14:1223222. doi: 10.3389/fpsyg.2023.1223222. eCollection 2023.

Authors

Glykeria Reppa¹, Marilena Mousoulidou¹, Eirini Tzovla¹, Christiana Koundourou¹, Andri Christodoulou¹

Affiliation

¹ Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus.

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.

Keywords: Cyprus; Greece; PERMA; self-efficacy; well-being.