Self-efficacy of Employees in Educational Institutions: Determinants and Pillars

Abstract

The study aims to identify the self-efficacy of workers in Libyan educational institutions. The problem of the study lies in the low self-efficacy of workers in Libyan educational institutions, which negatively affects the job performance of workers in these institutions. The study highlights the importance of highlighting the elements of self-efficacy to be used in all Libyan educational institutions. The study followed the descriptive analytical approach to describe and analyze the self-efficacy of workers in Libyan educational institutions. The study reached many results, including that self-efficacy has a prominent role in improving the job performance of workers in Libyan educational institutions. The results of the study also showed that one of the most prominent determinants of self-efficacy is the previous experience that workers can use in all the situations they face within the Libyan educational institutions. Also, the results of the study concluded that verbal persuasion can be used to highlight self-efficacy at work, and the results of the study showed that emotional influence is one of the most prominent determinants of self-efficacy, as well as previous experiences of the most prominent determinants of self-efficacy in Libyan educational institutions. The results also showed that employees and the organizational environment are among the most important pillars of self-efficacy in Libyan educational institutions. The study recommended the necessity of working to provide the employees with the opportunity to clarify their self-efficacy and work to improve the performance of Libyan educational institutions significantly.