Examining Correlates between School Teacher’s Self-Efficacy and Their Job Involvement

Abstract

The objective of this study is to examine the relationship between self-efficacy and job involvement. Data for the study was collected from secondary school teachers of Uttarakhand region, India. Validity, internal consistency and reliability of the measures were evaluated. Correlation analysis, mean and standard deviation analysis was conducted to evaluate the hypothesis. Findings indicate that the measures of self-efficacy and job involvement are capable of generalization in secondary school context. Further teacher self-efficacy was positively and significantly correlated to teacher sense of job involvement. This study is important as it contributes towards the self-cognitive theory provided by Bandura.