The impact of educational staff's work self-efficacy on their subjective well-being in war conditions

Abstract

The article examines the concept of work self-efficacy and its effects on the subjective well-being of the staff of educational organizations in war conditions. The concept of work self-efficacy allows comparing different types of jobs or occupations, which makes it useful for research in an organizational context. Work self-efficacy is defined as a person's belief in their ability to successfully perform work tasks. The problem of work self-efficacy and its effects on subjective well-being in the conditions of war is a topical issue. At the same time, it remains unexplored in Ukrainian psychology, in particular, in the context of educational organizations.
 It has been found that educators have low confidence in their ability to successfully perform tasks related to their work. It has been shown that work self-efficacy has a positive correlation with staff's overall subjective well-being and its components (psychological well-being, physical well-being and health, and relationships). The role of educators' work self-efficacy in improving their subjective well-being is emphasized.