Self-Efficacy and Its Influence on Job Satisfaction Among Substance Abuse Prevention Program Teachers

Sukor, Nurhafizah Mohd; Hussin, Siti Zubaidah

doi:10.33102/abqari.vol21no1.225

Cited by 3 publications

(7 citation statements)

References 8 publications

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“…A statistically positive relationship is also found between self-efficacy and job satisfaction (H2), (Figure 3 and Table 2) that is also supported by previous studies (Blackburn et al, 2017;Caprara et al, 2006;Sukor and Hussin, 2019;Yıldırım, 2015). In addition, the direct relationship between teachers' commitment and job satisfaction (H3) is statistically significant and positive akin to a few previous studies (Chesnut and Cullen, 2014;Hallinger et al, 2018;McKim and Velez, 2015; Ware and Kitsantas, The values in bold are the "square root of AVEs" and they are greater than the correlation coefficients between the variables (below the diagonal), the differences among the sub-constructs are better, hence the discriminant validity.…”

Section: Hypotheses Testingsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

“…There had been several studies that had significantly supported the relationship between self-efficacy and job satisfaction among teachers (Blackburn et al, 2017; Caprara et al, 2006; Sukor and Hussin, 2019; Türkoğlu et al, 2017; Yıldırım, 2015). The purpose of Sukor and Hussin’s (2019) study was to investigate self-efficacy and job satisfaction and the relationship between them for the Substance Abuse Prevention Programme (PPDa) in Malaysia. Although the results depicted there was no significance in terms of self-efficacy by gender or experience in managing a PPDa programme or difference in job satisfaction in relation to experience but a difference was found in terms of gender.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

Mokhtar

Maouloud

Omowunmi

et al. 2021

Management in Education

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The aim of the paper is to establish the mediating role of teachers’ self-efficacy in the relationship between teachers’ job satisfaction and teachers’ commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers’ commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers’ commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers’ commitment and job satisfaction, both teachers’ commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers’ commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers’ job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers’ self-efficacy so as to spur them to perform better at their jobs.

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Section: Hypotheses Testingsupporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

Mokhtar

Maouloud

Omowunmi

et al. 2021

Management in Education

View full text Add to dashboard Cite

show abstract

“…As the research has demonstrated, clearly, there is need for a greater focus on roles of teachers at school (Sukor & Hussin, 2019). More research should be done to help learn the effectiveness of teacher's roles in preventing drug abuse among students.…”

Section: Discussionmentioning

confidence: 99%

The Role of Teachers in Drug Abuse Prevention in Schools

Handrianto¹,

Jusoh²,

Choo³

et al. 2020

IJARBSS

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This exploratory study is an attempt to investigate the work-the role of teachers in drug abuse prevention in schools. The drug is one of the forbidden item consumed by human. Nevertheless, students who are still too young got exposed to the drug. Having a good teacher will greatly prevent the students to abuse the drug. Teachers' roles have resulted as the key factor for the prevention of the consumption of drug because students spend most of their quality time at school. This paper is intended to study the possibility of the existence of the role of teachers in drug prevention in schools in Malaysia. A mixed methods research design shall be deployed for the study. A conceptual framework with factors such as teaching competency, teachers' self-efficacy, the teaching-learning process in the classroom, and school environment.

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“…Therefore, teacher self-efficacy (TSE) in drug education is critical because it is linked to teachers' beliefs and ability to deliver learning material on drug abuse to the students (De-Smul et al, 2019;Sayed et al, 2019;Uzun & Kelleci, 2018). Sukor and Hussin (2019) explained that the effectiveness of drug education is greatly affected by teachers' self-efficacy in handling program activities.…”

Section: Introductionmentioning

confidence: 99%

Validating and Testing the Teacher Self-Efficacy (TSE) Scale in Drug Education among Secondary School Teachers

Handrianto

Jusoh

Rashid

et al. 2023

IJLTER

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Teacher self-efficacy (TSE) in drug education is critical because it is linked to teachers’ beliefs and ability to deliver learning material about drug abuse to students. There is scant literature about TSE in drug education. This might be due to the lack of valid instruments measuring TSE in drug education. This study aimed to validate and test the TSE Scale among secondary school teachers in drug education. The TSE Scale was adapted from the instrument of teacher efficacy by Tschannen-Moran and Hoy (2001). One hundred and thirteen public secondary school teachers in Johor, Malaysia were involved in this quantitative study. Cronbach’s alpha was used to examine the internal consistency and factor analysis through factor loading to confirm the items in each construct. The results reveal that the scale has internal consistency, with a Cronbach alpha value greater than .7. Furthermore, the factor loading results confirm the structure of the instrument, where each item had a factor loading greater than .5 and was loaded in each construct. Therefore, the TSE Scale is a valid tool to measure secondary school teacher self-efficacy in drug education. The instrument can be used in studies related to drug prevention activities in secondary schools.

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Self-Efficacy and Its Influence on Job Satisfaction Among Substance Abuse Prevention Program Teachers

Cited by 3 publications

References 8 publications

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

The Role of Teachers in Drug Abuse Prevention in Schools

Validating and Testing the Teacher Self-Efficacy (TSE) Scale in Drug Education among Secondary School Teachers

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