Self- Efficacy Through Psychosocial Risk Factors In Primary And Secondary Education Employees

Abstract

260 questionnaires that studied the workers’ sense of self-efficacy in terms of factors of occupational stress and individual socio-economic factors, were administered during periodic medical checkup in two kindergardens, three secondary schools and a highschool. The employees‘ age, characteristics of commuting (distance and duration) and the sense of self effectiveness do not differ significantly among schools. The employees length of employment in education is significantly lower (p = 0.002), in the urban environment, in kindergartens as compared to secondary schools. Self-effectiveness is significantly lower as the stressor is higher, depending on the occupational stress factors as follows: in kindergarten with the level of payment (p = 0.0006); at college with the stress of communicating with colleagues (p = 0.0026); and with the perceived responsibility of work at college (p = 0.0443) and at a secondary school (p =0.0179). Only at a rural school is self-effectiveness higher for administrative officials and teachers compared to auxiliary staff (p = 0.0208). In no school, does the sense of self-effectiveness differ significantly depending on commuting, the socio-economic status, nor with the total number of people or children with whom he/she lives or the relations of communication at home and the membership in a certain religious community or being a religious practitioner, age, length of employment in education, marital status, gender, studies, function, residence or other occupational stressors. These results show that perceived self-effectiveness of educational employees presents significant differences depending on occupational stressors and different contextual factors depending on the school.