engleski

Teachers’ self-efficacy and well-being: Examining the central role of emotional processes

Teachers experience a wide variety of emotions at their workplace that need to be managed in accordance to prescribed emotional rules of teacher profession. Teachers’ emotions and emotion regulation strategies arise from personal beliefs such as self-efficacy and may have an important role in forming teachers’ sense of well-being. The aim of this study was to examine the mediating role of emotional labor and emotions in the relationship between self-efficacy and well-being of middle-school teachers. The study was conducted on a sample of 505 Croatian teachers (Mage=41.39, SDage=10.44 ; 388 of them were female). Teachers filled out self-report scales measuring self-efficacy, emotional labour (deep acting and surface acting), discrete emotions towards students (joy, pride, anger, hopelessness, exhaustion) and well-being (job satisfaction, life satisfaction, positive experiences). SEM analysis revealed that emotional processes fully mediated the relationship between teachers’ self-efficacy and well-being. Self-efficacy was positive predictor of deep acting and positive emotions, and negative predictor of surface acting and negative emotions. Next, deep acting positively predicted positive emotions, while surface acting positively predicted both positive and negative emotions, and well-being. Finally, teachers who reported about experiencing more positive, and less negative emotions, also had higher level of well-being.

teachers, self-efficacy, emotional labor, emotions, well-being

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