Effect of Perceived Social Support on Self-Efficacy of Secondary School Teachers

Abstract

The significance of teachers cannot be overstated. The aim of this research was to examine the effect of teachers' perceived social support on their self-efficacy. The pivotal role of teachers in molding students is of utmost importance. They require support and skills to fulfill the demands of schools, students, principals, and the community. A survey study was conducted to find the effect of perceived social support of teachers on their selfefficacy about their teaching abilities. Participants were 475 male and 460 female secondary school teachers of public schools in Punjab, Pakistan. Reliability and validity were ensured through the pilot study and experts' views. Results showed that perceived social support has a positive and significant relationship with teachers' self-efficacy. Social support significantly increased the self-efficacy of teachers. Perceived social support explained 22.8% of teachers' self-efficacy change. Moreover, non-school sources explained 11.3% of the variance in self-efficacy, and school sources explained 8.7% of the variance in self-efficacy. It is recommended that support from family and school may be increased to enhance the teaching abilities of teachers.