Self efficacy work motivation and professional commitment as predictors of professional life satisfaction of primary school teachers

Abstract

Teaching is a profession demanding a high level of commitment, self-confidence, and motivation, given its direct impact on student success and societal development. Factors like Self-Efficacy, Work Motivation, and Professional Commitment are believed to play crucial roles in shaping teaching effectiveness and Professional Life Satisfaction of Primary School Teachers. The major focus of the study is to find out whether Self-Efficacy, Work Motivation, and Professional Commitment are significant predictors of Professional Life Satisfaction among Primary School Teachers. The main and interaction effect of these variables on professional Life Satisfaction was also analysed. The study adopted a survey method for collecting data from primary school teachers to determine how Self-Efficacy, Work Motivation, and Professional Commitment predict their Professional Life Satisfaction. The data were collected from a sample of 532 primary school teachers across standards 1 to 7 from Kozhikode, Palakkad, Malappuram, and Thrissur districts. Due weightages were given to the relevant subgroups of the population, such as Gender, Type of Management of School, Locality of School, Age, Teaching Experience and Marital Status. Stratified sampling technique was applied in the study. A range of statistical analyses, including preliminary analysis, mean difference analysis, three-way ANOVA, correlation, and multiple regression analysis, was conducted. The findings revealed that Self-Efficacy, Work Motivation, and Professional Commitment are capable of predict about 45.2 percent of the variability in Professional Life Satisfaction. The individual contributions of Self-Efficacy, Work Motivation and Professional Commitment in predicting Professional Life Satisfaction are 27.568%, 6.692 %, 10.868%, respectively. From the study, the investigator concluded that the dependent variable, Professional Life Satisfaction, can be significantly predicted by the independent variables, Self- Efficacy, Work Motivation, and Professional Commitment of Primary School Teachers. The findings also revealed no significant differences in Self-Efficacy, Work Motivation, Professional Commitment, and Professional Life Satisfaction of primary school teachers basedon gender, type of school management of school, age, and teaching experience. However, there are significant differences in Work Motivation and Professional Life Satisfaction based on marital status, and a significant difference in Professional Life Satisfaction based on locality of school. The findings indicate significant relationships between the predictors and Professional Life Satisfaction, suggesting that enhancing Self-Efficacy, Work Motivation, and Professional Commitment could potentially improve the overall Professional Life Satisfaction among Primary School Teachers. Findings from this study contribute to a deeper understanding of the psychosocial factors that enhance Professional Life Satisfaction in educational professionals, offering insights for policy and professional development aimed at sustaining motivation and commitment within this demographic. These results provide a foundation for future research into how psychological and professional factors interact to influence primary school teachers' efficacy and well-being. Ensuring that teachers feel fulfilled in their roles, supported by their work environment, and valued by the community can significantly enhance their Professional Life Satisfaction. To enhance the Professional Life Satisfaction of primary school teachers, it is essential to address challenges around work-life balance, mental health, and financial stability. Additionally, implementing supportive educational policies and fostering community involvement are crucial strategies.