Self-efficacy Questionnaire Research Articles

The Correlation between Husband Support and Reproductive Age Couple Self-Efficacy in LARC Election in Choosing LARC

Husband support is a strengthening factor in choosing long-term contraceptive methods. The problem is the husband's strong influence in determining the wife’s contraception. A wife becomes more confident in herself through the positive support of her husband. This study aims to find out the correlation between the husband's support with the self-efficacy of women of childbearing age in choosing LARC. The research design used is a correlational descriptive with a cross-sectional approach. The population of LARC acceptor PUS was 42 people, sampling using proportional random sampling with 38 respondents who met the inclusion criteria. The research instrument uses husband support query sheets and self-efficacy questionnaires that have been tested for validity and reliability. The Spearman correlation test shows a correlation coefficient of 0.564 which is strongly correlated. As well as the significance level of 0.000 < 0.05, which means there is a correlation between the husband's support and PUS self-efficacy in choosing LARC. The promotional action to increase the confidence of the use of LARC is to increase the provision of information on LARC contraception.

Effect of Group Motivational Enhancement Therapy in Patients with Opioid Dependence (on Maintenance Treatment): Study Protocol of a Randomized Controlled Trial

Background: Relapse and treatment dropout are key challenges in opioid use disorder that need effective intervention strategies. Motivation enhancement therapy may be effective in improving opioid use disorder treatment outcomes. Objective: To assess the effectiveness of group motivational enhancement therapy (GMET) in patients with opioid dependence. Methods: It is an open-label, two-arm, parallel-group, randomized controlled trial (RCT). Participants include patients with opioid dependence and on opioid maintenance treatment, aged between 18 and 60 years. The intervention consists of six GMET sessions, each lasting about 45 minutes. Assessments will be conducted at four time points—baseline, six weeks, four months, and six months—using the Kessler psychological distress scale (K10), Recovery and Relapse Prevention Inventory Diagnostic (RAPID), WHO Quality of Life-BREF, Harm Reduction Self-Efficacy Questionnaire and Stage of Change Readiness and Treatment Eagerness Scale for drugs (SOCRATES 8D). Conclusion: The customized GMET approach tailored to the specific needs of the local population is expected to enhance the effectiveness and feasibility of the intervention and its implementation.

The Role of Perceived Self-efficacy in Achieving Institutional Excellence Among Secondary School Principals in the Hail Region

The study aimed to identify the role of perceived self-efficacy in achieving institutional excellence among secondary school principals in the Hail region. The research sample consisted of (180) secondary school principals in the Hail region. The descriptive, correlational approach was used, and two questionnaires were adopted to collect data from sample members. The study included the Perceived Self-Efficacy Questionnaire and the Institutional Excellence Questionnaire. The results showed that the level of perceived self-efficacy among school principals in the Hail region was high, and that the level of institutional excellence among school principals in the Hail region was moderate. It also showed that there was a positive, statistically significant relationship to the role of perceived self-efficacy. In achieving institutional excellence among secondary school principals in the Hail region, and in light of the research results, a set of recommendations were presented, most notably the conduct of training courses for school principals to raise their level of behavioral self-efficacy and social self-efficacy due to their importance in achieving institutional excellence.

Investigating the relationship between self-efficacy and quality of life in Iranian women

BackgroundWomen’s quality of life and self-efficacy play pivotal roles in task accomplishment and overall health improvement within families and society. This study determination the intricate relationship between quality of life and self-efficacy among women utilizing care services from Mashhad health centers.MethodsA cross-sectional study involving 366 women accessing Mashhad health centers in 2023 was conducted. Clustering sampling was employed, and data were gathered using the Schwartz self-efficacy questionnaire and the short form of quality of life. Statistical analysis utilized Spearman correlation coefficient, Kruskal-Wallis test, Mann-Whitney U-test, Wilcoxon test, and Chi-square test in SPSS25, with a significance level set at 0.05.ResultsParticipants’ mean age was 36.42 ± 11.13 years. A statistically significant relationship was observed between self-efficacy and total quality of life score, as well as its dimensions (physical health, psychological health, social relationships, social environment and quality of life, and general health) (P < 0.001).ConclusionThe study underscores a significant association between self-efficacy and both the overall quality of life and its specific dimensions among women. These findings highlight the reciprocal influence of self-efficacy and quality of life. Consequently, tailored interventions aimed at enhancing self-efficacy and quality of life are recommended.

The association between physical activity and positive affect in adolescents: the chain mediating role of psychological resilience and regulatory emotional self-efficacy

ABSTRACT Previous studies have indicated the positive impact of physical activity on positive affect in adolescents. However, the psychological mechanism is still under-explored. The current study aims to investigate the mediating role of psychological resilience and regulatory emotional self-efficacy on the relationship between physical activity and positive affect. This cross-sectional study recruited 580 adolescents (280 females, 12 to 16 years old). All participants completed the measures of the Physical Activity Questionnaire for Adolescents (PAQ-A), the Positive and Negative Affect Scale (PANAS), the Connor-Davidson Resilience Scale, and the Regulatory Emotional Self-Efficacy Questionnaire. Results showed that the association between physical activity and positive affect was significant in adolescents. Psychological resilience played a mediating role between physical activity and positive affect. The chain mediation effect of psychological resilience and regulatory emotional self-efficacy on the relationship between physical activity and positive affect was significant. These results indicated that physical activity could positively impact adolescents’ positive affect through psychological resilience and regulatory emotional self-efficacy. Our findings highlighted the importance of physical activity on positive affect on adolescents, which would benefit the mental health of this population.

Assessing Barriers and Facilitators to Return to Work for Kidney Cancer Survivors: A 6-Month Longitudinal Study

ObjectivesThis study aimed to investigate the factors that impact the readiness and success of kidney cancer survivors returning to work, providing insights for healthcare professionals, employers, and policymakers. MethodsA prospective longitudinal study was conducted at Sun Yat-sen University Cancer Center from April 2022 to June 2023. The study enrolled 282 kidney cancer survivors aged 18 to 60 who completed three surveys at 1, 3, and 6 months postsurgery. Data collection involved telephone interviews and self-administered questionnaires, capturing sociodemographic information, medical history, and employment status, while follow-up assessments tracked return-to-work readiness. The scales used for analysis included the Generalized Anxiety Disorder Scale, the Patient Health Questionnaire, the Return-to-Work Self-Efficacy Questionnaire, the Perceived Social Support Scale, and the Brief Fatigue Inventory. Generalized Estimation Equations were applied to identify significant factors, with both single-factor and multivariate analyses performed to pinpoint the most critical variables. ResultsReturn-to-work rates at 1, 3, and 6 months postsurgery were 26.9%, 59.9%, and 76.2%, respectively. Higher levels of anxiety, lower self-efficacy, older age, and greater fatigue were associated with reduced return-to-work rates. Physically demanding jobs posed more barriers compared to nonmanual roles. Significant factors identified in multivariate analysis included anxiety, self-efficacy, fatigue, and the nature of the patient's work. ConclusionPsychological, physical, and job-related factors play a crucial role in determining whether kidney cancer survivors can successfully return to work. Tailored support and flexible work arrangements could help kidney cancer survivors reintegrate into the workforce, leading to better long-term outcomes. Implication for Nursing PracticeNursing professionals can play a vital role in assessing and supporting kidney cancer survivors during their recovery process by addressing both psychological and physical factors. Incorporating return-to-work readiness into postoperative care plans, offering mental health support, and liaising with employers to create flexible working conditions could enhance the reintegration of survivors into the workforce.

The effect of spiritual self-care model on the self-efficacy of spouses of veterans with post-traumatic stress disorder: A quasi-experimental study

The present study aims to determine the effect of the spiritual self-care model on the self-efficacy of spouses of veterans with post-traumatic stress disorder (PTSD). This quasi-experimental study, conducted in 2023, focused on the wives of veterans with PTSD. Data collection was carried out using a non-random sampling method. Data for this research were gathered using demographic and self-efficacy questionnaires. The demographic questionnaire collected information on the age of the veteran's spouse, duration of marriage, percentage of military service, education, and occupation. A total of 30 participants were divided into intervention and control groups. The independent t-test revealed a significant difference between the control and spiritual self-care groups after the intervention (P&lt;0.01), whereas no significant difference was observed before the intervention (P=0.36). Additionally, the paired t-test indicated no significant difference in the control group before and after the intervention (P=0.89). Still, a significant difference was found in the spiritual self-care group (P&lt;0.01). After adjusting for the pre-test effects, it was demonstrated that the spiritual self-care model significantly impacts the self-efficacy of veterans. It is estimated that approximately 85% of the changes in self-efficacy can be attributed to the spiritual care intervention (Eta=0.85, P&lt;0.001). This research demonstrated that spiritual self-care enhances self-efficacy in veterans' wives. As a psychological variable, self-efficacy is crucial in managing life crises and stresses. Spiritual beliefs serve as an effective strategy for coping with challenges and significantly improve the self-efficacy of veterans' wives.

College Students’ Learning Experience and Engagement in the Smart Classroom: The Mediating Role of Self-Efficacy in the Background of COVID-19

Previous studies suggest that learning experience influences students’ academic engagement and self-efficacy mediates the association between them, and the sub-types of self-efficacy are distinct and play different roles. However, the different roles of self-efficacy sub-types, especially in blended learning environments, have yet to be explored. The present study investigated the potential mechanism of sub-types of self-efficacy on the relationship between the learning experience and academic engagement in a smart classroom environment in the background of COVID-19. Three hundred-eight participants volunteered in this study and finished the survey, including the learning experience, self-efficacy, and academic engagement questionnaire. The results showed that learning experience significantly influences academic engagement, and sub-types of self-efficacy play different roles in the relationship between learning experience and academic engagement. Furthermore, only academic and behavioral self-efficacy mediated the relationship between them. The results of this study have specific implications for creating a sustainable blended learning environment and promoting students’ academic engagement.

Chemistry Teachers’ Self-efficacy for Using Information and Communication Technology: A Survey Cross Sectional

The utilization of ICT in education could be further optimized due to the low self-efficacy of teachers. Teachers' years of teaching experience and the status of their schools have an influence on their ICT self-efficacy. This study aims to describe the differences in ICT self-efficacy among chemistry teachers based on their teaching experience and school status. This study used a quantitative approach with a cross-sectional survey method. The research was conducted in 31 high schools in Pekanbaru City and included a randomly selected sample of 50 chemistry teachers. The research instruments consisted of ICT self-efficacy questionnaires 14 items. ICT self-efficacy instrument declared valid and reliable using the Rasch model test. Additionally, interview data were employed to reinforce the findings from the questionnaire. The research questionnaire data underwent processing using analysis descriptive statistics and a two-way ANOVA test with SPSS. The results of the research show that there is a significant difference in the ICT self-efficacy of chemistry teachers based on the teacher's teaching experience with significance level of 0.005 and there is no difference the ICT self-efficacy of chemistry teachers based on school status with significance level of 0.783. The effect size test shows that the partial eta square value for the effect of teaching experience belongs to the high category while school status belongs to the low category.

Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment

Abstract The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods comprised a survey on self-efficacy beliefs in multimedia writing, a working memory task, and the standardized College English Test Band 4 in China. The participants were a total of 406 Chinese university students. The results support the reliability of the self-efficacy questionnaire, with five dimensions: linguistic knowledge, planning, monitoring, evaluation, and performance. These five factors were positively correlated with the students’ writing performance in a multimedia environment. The structural equation modeling findings suggest that working memory and English language proficiency moderate learners’ self-efficacy in EFL multimedia writing. Relevant implications based on the findings were discussed.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study.

This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172 =2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172 =-2.26 and P=0.025. The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Analysis of the Impact of Self-Efficacy on Student Learning Outcomes in Electromagnetic Induction Material

This study aims to analyze the impact of self-efficacy on student learning outcomes on electromagnetic induction material. This research takes the type of descriptive quantitative research, a method that focuses on analyzing numerical data using statistical methods. It was conducted at MA Ali Maksum Yogyakarta with the research subjects of XII MIPA class students totaling 30 respondents. Data collection techniques using cognitive tests and self-efficacy questionnaires assisted by Google Form applications. The results showed that the hypothesis can be accepted, namely there is a correlation between the level of self-efficacy and the results of student learning tests even though the correlation found has a weak category because it only has a share of 8.1%. This shows that the domain of student confidence, especially in terms of solving problems is still at a low level so that there is a tendency for students to solve problems based on memorizing equations. The existence of limitations in conducting research limits it in uncovering other aspects outside of self-efficacy in obtaining learning outcomes. Through the information obtained that self-efficacy on learning outcomes, teachers can apply a varied atmosphere, model, and learning process to optimize student potential which will have an impact on student learning outcomes.

Predictive utility of self-efficacy in early stroke rehabilitation

ABSTRACT Introduction A biopsychosocial approach entailing person-centered factors provides valuable insight to post-stroke rehabilitation potential. The consideration of an individual’s belief in their capabilities, known as self-efficacy, may prove especially informative in the inpatient rehabilitation setting where motor learning often occurs. Objective To assess the predictive utility of self-efficacy in functional independence status change during inpatient rehabilitation. Methods Individuals with stroke admitted to an inpatient rehabilitation facility (IRF) completed an assessment battery near IRF admission and discharge involving motor assessments, participant-reported self-efficacy (Stroke Self-Efficacy Questionnaire), and functional independence status evaluation (sum of self-care and mobility Quality Indicators (QI) from the IRF-Patient Assessment Instrument). Linear regression was performed to determine the predictive performance of self-efficacy on QI change during IRF stay while accounting for age, time post-stroke, and IRF length of stay. Regression procedures were repeated for separate subgroups based on initial motor impairment level. Results Thirty individuals with stroke (14 females, age = 67.0 ± 9.80 years, 10.4 ± 3.46 days post-stroke) were enrolled. Self-efficacy at IRF admission explained a significant percentage of variance in QI Change for the cohort (R2 = 30.7%, p = .001) and for the moderate to severe motor impairment subgroup (n = 12; R2 = 49.9%, p = .010). After accounting for confounders, self-efficacy remained a significant predictor for the cohort (n = 30) model. Discussion Findings generated from this work support the predictive utility of self-efficacy in early post-stroke motor recovery. The inclusion of self-efficacy in a multi-faceted evaluation framework may therefore optimize rehabilitation outcomes by providing therapists with additional knowledge to better tailor an individual’s care.

Step Test Evaluation of Performance on Stairs (STEPS): Assessing Stair Function in Older Adults.

Stair negotiation is crucial for functional independence and is a leading cause of fall-related injuries in older adults. The Step Test Evaluation of Performance on Stairs (STEPS) is a quick and easily administered outcome measure for assessing stair negotiation. This study investigated the reliability and concurrent content validity of the STEPS test to determine its usefulness in older adults. Eighty-two community-dwelling older adults (mean age 81.2years, 51 females) were assessed on the STEPS test, Timed Up and Go (TUG), 5-times sit to stand (5XSTS), stair self-efficacy (SSE) questionnaire, and time to ascend and descend stairs. Participants repeated the STEPS test 7 to 14days later for intrarater reliability by the same rater. Spearman rank and intraclass correlations were used to determine the association of measures and intrarater reliability. The mean STEPS score was 15.6 (SD=3.7) out of 20. The STEPS total score demonstrated excellent intra- and interrater reliability. It had moderate to good and significant correlations with TUG, 5XSTS, SSE, and time to ascend and descend measures. Faster performance on the 5XSTS, TUG, and time to ascend and descend correlated with better performance on the STEPS test, indicating validity for assessing balance and mobility during stair negotiation in older adults. Lower SSE correlated with lower observer ratings of performance on stairs (STEPS scores), indicating agreement between participant reports of self-efficacy and observer ratings of performance. Step Test Evaluation of Performance on Stairs items that demonstrated the most frequent loss of points were balance (use of handrail), step continuity, foot placement, and self-propulsion (ascent only). Assessment of older adults' safety and performance on stairs is vital given the increased difficulty of stair navigation and the high risk for injurious falls in this population. This study demonstrates that the STEPS test is a reliable and valid outcome measure for assessing stair performance in older adults.

Students' Critical Thinking in Solving Numeracy Problems: A Case Study of Students with High Self-Efficacy

Critical thinking is a 21st century skill that allows students to think reflectively and reason in making decisions. Students' critical thinking influences success in solving numeracy problems. This study aims to explain the ability to think critically in solving numeracy problems with high self-efficacy. The study employed a qualitative approach and phenomenological method. Data collection involved the use of the Group Embedded Figures Test (GEFT), self-efficacy questionnaires, and numeracy assessments in mathematics, specifically on topics related to cubes and rectangular prisms. Data analysis comprised data condensation, data presentation, and conclusion drawing. Based on GEFT and self-efficacy questionnaire results, one class V-B student with a field-dependent cognitive style and high self-efficacy was selected for further critical thinking skills assessment. Based on the results the student with a field-dependent cognitive style and high self-efficacy demonstrated notable strengths. In the process of basic clarification, the student met the indicators for analyzing arguments and formulating statements, effectively presenting their arguments. When providing reasons for decisions, the student showed the ability to consider the credibility of sources by selecting appropriate problem-solving strategies. However, she occasionally made calculation errors due to inaccuracy. In the process of concluding, the student met the indicators for making and evaluating decisions, successfully composing conclusion sentences that aligned with the problems and final answers. Students with field dependent cognitive style and high self efficacy are able to fulfill all indicators of critical thinking by using their ability to solve critical thinking problems. He excelled in verbal ability at the time of the interview by explaining the argument of the problem and the answer, but his weakness is less thorough in working so that the results obtained are less precise.

Effect of a smartphone self-management digital support system for low-back pain (selfBACK) among workers with high physical work demands - secondary analysis of a randomized controlled trial.

This study aimed to investigate whether physical work demands modify the effect of the selfBACK app, which is designed to support self-management of low-back pain. In a secondary analysis of the selfBACK trial with 346 employed participants, we stratified into low (N=165) and high physical work demands (N=181). Outcomes included the Roland-Morris Disability Questionnaire (0-24), a numeric rating scale for low-back pain intensity (0-10), the Pain Self-Efficacy Questionnaire (0-60), and work ability (0-10). Intervention effects were assessed at three- and nine-month follow-ups using a linear mixed model. At three months, high physical demand workers with selfBACK showed a significant reduction in pain intensity [-0.8, 95% confidence interval (CI) -1.3- -0.2] compared to usual care. By nine months, the high physical demands workers with selfBACK reported reduced pain-related disability (-1.4, 95% CI -2.7- -0.1), improved pain self-efficacy (3.5, 95% CI 0.9-6.0), and lower pain intensity (-1.0, 95% CI -1.6- -0.4) compared to usual care. Low physical demands workers with selfBACK also improved pain self-efficacy [2.8 (95% CI 0.3-5.3)] compared to usual care. The impact of selfBACK was more noticeable among workers with high physical demands compared to their low physical demand counterparts, but no statistically significant differences were found in any outcome. The selfBACK intervention had consistent effects across workers with high and low physical work demands, indicating that these demands did not modify its impact. Both groups experienced similar positive effects, highlighting the intervention's effectiveness across varying levels of physical work demands.

The impact of self-efficacy and self-regulated learning strategies on students’ achievements in STEM disciplines

ABSTRACT This study examines the relationships between self-regulated learning (SRL) strategies, self-efficacy (SE), and performance in STEM disciplines, including mathematics, biology, and physics. Participants included 243 high-school students from 10th-12th grades. Data were collected through self-efficacy and SRL strategies questionnaires. We used structural equation modelling (SEM) to understand the correlations between students' SE, use of SRL strategies (i.e., organization [ORG], metacognition [MC], and critical-thinking [CT]), and STEM-achievements. The findings revealed that students' SE was directly and indirectly related to students' STEM-achievements. Students' MC and CT strategies were found to mediate the link between students' SE and STEM-achievements. SE, ORG, and CT factors accounted for 47% of the variance in STEM-achievements. In addition, SE and MC factors accounted for 44% of the variance in CT. There were no-significant direct relations between ORG and MC strategies to STEM-achievements. The study's findings have practical implications for teachers, curriculum developers, and educators.

The role of self-regulation as an intervening variable in the influence of self-efficacy on the learning outcomes of Islamic religious education

Low learning outcomes were observed among some high school students. Psychologically, this issue is influenced by self-efficacy and self-regulation, which students also lack. Therefore, this research aims to examine the influence of self-efficacy on learning outcomes with self-regulation as an intervening variable. This research involved 600 students from elite public high schools in Sinjai, South Sulawesi, Indonesia. School selection was carried out by random sampling across Sinjai. Data were collected through self-efficacy and self-regulation questionnaires as well as learning outcome assessments. Data were analyzed using descriptive statistics and SEM methods. The research results show that self-efficacy does not have a significant effect on learning outcomes (p-value=0.761), but self-efficacy has a significant effect on self-regulation (p-value=0.000). Meanwhile, self-regulation has a significant direct effect on learning outcomes (p-value=0.005). Self-efficacy significantly affects learning outcomes with self-regulation as an intervening variable (p-value=0.017). The goodness of fit indicators are R^2 and SRMR. R^2 for learning outcomes and self-regulation are 0.68 and 0.27, respectively, and the model’s SRMR score is 0.09. This research emphasizes the importance of self-regulation and self-efficacy in improving learning outcomes.

Self-efficacy of mathematics education students in solving geometry problems

The problem and the aim of the study. Teachers as key holders of student success must have selfefficacy so that the learning process goes well and gets optimal results. In other words, teachers who have good self-efficacy will be able to foster students' self-efficacy in working on math problems. Researchers propose to analyze the influence of mathematics education students' self-efficiency in solving geometric problems. Participants and Research methods. This research uses a combination of quantitative and qualitative methods, which aims to analyze the self-efficacy of mathematics education students in solving geometry problems. This research was conducted on 43 students STKIP YPUP Makassar, which consisted of 7 boys students and 36 girl students. Two instruments were used in this study, namely the Self-Efficacy Questionnaire (SEQ) and The Geometry Problem Solving Test (GPST). Forty-three students in the research sample. were asked to complete SEQ and GPST-1 with a time duration of 30 minutes and 80 minutes respectively, the implementation of which was directly supervised by the researcher and assisted by lecturers who taught geometry courses. The results were grouped into low, medium and high mathematics ability groups. Then one student from each group was selected to be the research subject. Results. Data analysis for the influence test obtained: (i) F count 56,863 with a significance of 0.001 &lt; 0.05, meaning that students' self-efficacy and Geometry Values simultaneously have a significant influence on the geometry problem solving, and (ii) For SEQ, t count was 3,480. with a significance of 0.001 &lt; 0.05, meaning that the self-efficacy partially has a significant influence on the geometry problem solving, while for GV, the t count is 8.775 with a significance of 0.001 &lt; 0.05, meaning that Geometry Values partially has a significant influence on the geometry problem solving. LS can complete the understanding of aspects of the problem, MS is able to solve problems by understanding the problem and formulating a plan, and HS is able to solve problems on all indicators. Conclusion. Quantitatif: Self-efficacy and geometry values has a significant influence on students' geometry problem-solving. Qualitative: Each subject in each group has a different geometry problem solving process at each stage of problem solving.

Relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools

This study determines the relationship between teachers’ self-efficacy and age, gender, and marital status among teachers at rural high schools in the free state. To measure the effect of demographic variables in efficacy Influence, decision making, efficacy to influence school resources instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental Involvement, and efficacy to enlist Community Involvement. This study used the quantitative method and the Bandura Teacher Self-efficacy questionnaire to establish the correlation between variables. Participants were randomly selected from the Thabo-Mofutsanyana district of Free State rural high schools. A descriptive research design was used to interpret the findings, and it was concluded that there was no significant relationship between teacher self-efficacy and gender, marital status, age, and educational level. This means that teachers’ self-efficacy could not depend on demographic variables.