Self-Efficacy and Its Influence on Job Satisfaction Among Substance Abuse Prevention Program Teachers
DOI:
https://doi.org/10.33102/abqari.vol21no1.225Keywords:
self-efficacy, job satisfaction, substance abuse prevention program (PPDa)Abstract
Drug prevention and education program had been implemented in schools through special Substance Abuse Prevention Program (PPDa). The purpose of this study was to identify self-efficacy, job satisfaction and their relationships among PPDa teachers. This study also measured the differences in self-efficacy and job satisfaction based on gender and experiences in handling PPDa program. The researcher used snowball sampling technique to recruit 150 PPDa teachers in Malaysia. The translation version of 'General Self-efficacy Scale' and Job Descriptive Index (JDI) were used to achieve the research objectives. The findings showed that PPDa teachers are at the moderate level of self-efficacy and low level of job satisfaction. There was no significant difference in self-efficacy based on gender and experience in handling PPDa program. There was also no significant difference in job satisfaction based on experience in handling PPDa program. However, there was a significant difference in job satisfaction based on gender. The findings also revealed that there was a significant positive relationship between self-efficacy and the level of job satisfaction (rs=.277, p=0.01). The findings revealed that further enhancement could improve teachers’ self-efficacy and job satisfaction to combat substance abuse in school level.
Downloads
References
Affendi, F. (2014). Tahap kepuasan kerja dan komitmen organisasi dalam kalangan guru kolej vokasional: Pendekatan structural equaton model. Journal of Chemical Information and Modeling. https://doi.org/10.1017/ CBO9781107415324.004.
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https://doi.org/10.1007/s10984-015-9198-x.
Aziri, B. (2011). Job satisfaction: A literature review. Management Research and Practice, 3(4), 77–86.
Ball, B. (2013). A summary of motivation theories by Benjamin Ball. Theory of Motivation, 2(1), 26. https://doi.org/10.5539/elt.v9n4p64.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. https://doi.org/10.1016/0146-6402(78)90002-4
Bandura, A. (1999). Social cognitive theory of personality. Handbook of personality: Theory and research, 154–196. https://doi.org/10.1016/0749-5978(91)90022-L.
Bandura, A., & Bandura, A. (1997). Guide for constructing self-efficacy scales, 307–337. https://doi.org/10.1017/CBO9781107415324.004.
Curtis, E., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://doi.org/10.7748/nr.2016.e1382.
Federici, R. A., & Skaalvik, E. M. (2012). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295–320. https://doi.org/10.1007/s11218-012-9183-5.
Fook, C. Y., Halim, A., Hussin, M., Sidhu, G. K., Bazari, N. A., & Aziz, R. A. (2009). Program kewarganegaraan bagi meningkatkan jati diri pelajar. Jurnal Pendidikan Malaysia. Retrieved from http://eprints.um.edu.my/14055/1/(358-374).pdf%0A.
Gkolia, A., Belias, D., & Koustelios, A. (2014). Teacher’s job satisfaction and self- efficacy: a review. European Scientific Journal, August, 10(22), 1857–7881.
Handcock, M. S., Gile, K. J., Brancato, G., Macchia, S., Murgia, M., Signore, M., & Guidelines, C. (2013). Questionnaire design: Quantitative research methods in educational planning. Journal of Mixed Methods Research, 5(1), 44. https://doi.org/10.1017/CBO9781107415324.004.
Handcock, M. S., Gile, K. J., Brancato, G., Macchia, S., Murgia, M., Signore, M., & Guidelines, C. (2013). Questionnaire design: Quantitative research methods in educational planning. Journal of Mixed Methods Research, 5(1), 44. https://doi.org/10.1017/CBO9781107415324.004.
Karabiyik, B., & Korumaz, M. (2014). Relationship between teacher’s self-efficacy perceptions and job satisfaction level. Procedia - Social and Behavioral Sciences, 116, 826–830. https://doi.org/10.1016/j.sbspro.2014.01.305.
Law, F. M., & Guo, G. J. (2016). Correlation of hope and self-efficacy with job satisfaction, job stress, and organizational commitment for correctional officers in the Taiwan prison system. International Journal of Offender Therapy and Comparative Criminology, 60(11), 1257–1277. https://doi.org/10.1177/0306624X15574997.
Malinen, O. P., & Savolainen, H. (2016). The Effect of perceived school climate and teacher eficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012.
Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353–360. https://doi.org/10.1080/00220671.1997.10544593.
Pratiwi, F. P., & Welly, J. (2014). Measuring the level of job satisfaction and identify factor influencing job satisfaction using job descriptive index questionnaire: Case in Pt Heartwarmer’s Main Office. Journal of Business and Management, 3(5), 568–577.
Schwarzer, R., & Jerusalem, M. (1995). General self-efficacy scale Measures. In Health psychology: A user’s portfolio. Causal and control beliefs. (2008), 35–37. https://doi.org/10.1037/t00393-000.
Downloads
Published
How to Cite
Issue
Section
License
The copyright of this article will be vested to author(s) and granted the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated.
