Abstract
ABSTRACT The quality of teaching is significantly influenced by teachers’ self-efficacy. Grounded in social cognitive theory, this study examined the relationship between teachers’ self-efficacy for teaching, on the one hand, and individual factors, working conditions, and principal leadership, on the other. Data derived from 466 primary teachers were analyzed using structural equation modeling. The results indicated that teachers’ self-efficacy in teaching was positively associated with their teaching experience, beliefs in self-directed learning, and support from colleagues. These findings underscored the importance of teachers’ characteristics and collegial support in explaining teachers’ self-efficacy, highlighting the need for fostering a supportive and collaborative work environment in schools.
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