Sense of Efficacy and Psychological Distress among Primary School Teachers in Kinta Utara District, Perak, Malaysia

Abstract

Background: The Malaysian education system is moving from predominantly examination oriented to a more holistic continuous approach. Keeping up with paradigm change may cause psychological distress to teachers. Teachers’ sense of efficacy (TSE) is beneficial in coping with psychological distress in keeping up with such changes. This article discusses the prevalence of psychological distress among primary school teachers, its correlation with the level of sense of efficacy and associated sociodemographic factors. Methods: A cross-sectional study was conducted among 294 primary school teachers randomly chosen from ten schools in Kinta Utara District, Perak, Malaysia. Three questionnaires were used, namely sociodemographic profile, TSE Scale (TSES), and Depression Anxiety Stress Scale-21. Statistical analysis was performed using SPSS Statistical software version 26. Results: The mean scores of TSES were: TSE 7.1 (standard deviation [SD] 0.9), efficacy in classroom management (CME) 7.3 (SD 1.0), efficacy in instructional strategies (ISEs) 7.1 (SD 0.9) and efficacy in student engagement 7.0 (SD 1.0). This study showed the prevalence of depression, anxiety, and stress among teachers at 22.1%, 44.6%, and 17.0%, respectively. Multiple logistic regression analysis indicated that depression was negatively correlated with ISEs, while stress and anxiety were negatively correlated with CME. Conclusion: This study revealed that teachers with lower self-efficacy are more likely to experience psychological distress. It is important to improve teacher efficacy, especially in classroom management and instructional strategies, besides providing intervention for any mental health issues.