A Study to Establish the Relationship between Self-Efficacy and Job Satisfaction among Teachers in Catholic-Managed Secondary Schools in Nyanga District, Zimbabwe

Ebel Muteveri, Dr. Elizabeth Ngozi Okpalaenwe and Dr. Joyzy Pius Egunjobi
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Ebel Muteveri: Psycho-Spiritual Institute of Lux Terra Leadership Foundation, Nairobi, Kenya Marist International University College, Nairobi, Kenya
Dr. Elizabeth Ngozi Okpalaenwe: Psycho-Spiritual Institute of Lux Terra Leadership Foundation, Nairobi, Kenya Marist International University College, Nairobi, Kenya
Dr. Joyzy Pius Egunjobi: Psycho-Spiritual Institute of Lux Terra Leadership Foundation, Nairobi, Kenya Marist International University College, Nairobi, Kenya

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 2778-2785

Abstract: Several factors appear to be influencing teachers’ self-efficacy, leading to dissatisfaction with the teaching profession. The main focus of the study was to establish the relationship between teachers’ self-efficacy and job satisfaction. The study was guided by Bandura’s (1997) self-efficacy theory and Herzberg’s (1959) Two-Factor Theory, with the following research objective: to establish the relationship between self-efficacy and job satisfaction among teachers in Catholic-managed secondary schools. The entire population of 66 teachers participated in the study. The study used a correlational research design to examine how self-efficacy influences job satisfaction and how institutional support, professional development, and leadership styles contribute to these dynamics. Quantitative data were collected using the teacher self-efficacy scale and teacher job satisfaction scale questionnaires, which were distributed to the teachers. The findings established a strong positive correlation between Self-Efficacy and Job Satisfaction (r = 0.645, p 0.000). The study recommended that school authorities could enhance teacher self-efficacy by providing opportunities for individuals who use religious or spiritual engagement, such as prayer, meditation, and the like, as a coping technique. Non-religious educators could have access to alternative emotional and psychological support networks, such as peer support groups and counselling services. Also, School administrators or policymakers could adopt tailored professional development programs to provide teachers with up-to-date teaching methodologies, classroom management skills, and subject-specific information, thereby increasing teacher self-efficacy. Teachers could also receive training that addresses their individual issues, such as managing huge classrooms and limited resources.

Date: 2025
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