Teacher Self Efficacy and Work Engagement: The Mediating Role

of Psychological Well Being

Ida Ayu Nyoman Kartikawati

, Lie Fun Fun

, Lisa Imelia

and Stephanie Andamari

Faculty of Psychology, Maranatha Christian University, Surya Sumantri 65, Bandung, West Java, Indonesia

Keywords: Teacher Self Efficacy, Work Engagement, Psychological Well Being.

Abstract: The Covid-19 pandemic has forced teachers to change the learning process into online learning. Confidence

in one's own abilities and also an interest in working is important, so teachers can face the demands for change

and continue to carry out the teaching process according to learning targets. The purpose of this research is to

describe the role of the mediator from the psychological well-being of teachers to teacher self-efficacy and

work engagement of public-school teachers in Bandung City. This study used purposive sampling techniques

and obtained 209 data from Bandung city public high school teachers. Data were collected using a teacher

self-efficacy scale questionnaire with 24 items, work engagement with 17 items, and a psychological well-

being questionnaire with 42 items. The reliability of each measuring instrument was 0.66, 0.85 and 0.91. The

analysis technique used regression analysis and it was found that the results above indicated that there was no

direct effect between teacher self-efficacy as a predictor of work engagement as outcomes (p> 0.05), and there

was a significant mediation or indirect effect (p <0.05). This means that there is complete mediation, which

indicates that psychological well-being can act as a mediator between teacher self and work engagement.

1 INTRODUCTION

Teachers are professionals in carrying out formal

education with the main task of educating, teaching,

guiding, directing, training, assessing, and evaluating

students both at the early age, basic education, and

secondary education levels (Government of the

Republic of Indonesia, 2008). During the COVID-19

pandemic, the task of teachers is increasingly

challenging because they still have to achieve

learning targets but with changes in learning methods

that switch to the network. In addition to continuing

to carry out teaching tasks, teachers need to improve

skills in terms of technology and online learning

methods, so that students remain interested in

participating in the learning process and learning

targets are still achieved. High school education is the

foundation for entering college, so high school

teachers have an obligation to form the analytical

mindset needed in college. Changes in online learning

pose problems for both high school teachers and

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https://orcid.org/0000-0003-1047-5125

students. Some teachers complained that not all

students participated in online learning due to poor

network, no internet quota to access learning, and

boredom, so learning outcomes did not reach the

minimum standard (Solahudin et al., 2020). On the

other hand, the problems experienced by teachers are

the lack of mastery of online learning technology,

limited facilities and infrastructure, internet

networks, costs, teacher saturation because they have

to continue to motivate students to keep learning

online (Pratama & Mulyati, 2020). The demands for

change and challenges that must be responded very

quickly make teachers need to have confidence that

they have the ability to continue and control the

changing learning process with all its challenges, and

this is referred to as teacher self-efficacy, hereinafter

referred to as teacher self-efficacy (TSE). According

to Khan, teachers who are skilled in teaching practice

will increase self-efficacy, and subsequently a high

TSE will support student learning outcomes (Khan &

Jahangir, 2019).

374

Kartikawati, I., Fun, L., Imelia, L. and Andamari, S.

Teacher Self Efﬁcacy and Work Engagement: The Mediating Role of Psychological Well Being.

DOI: 10.5220/0010752400003112

In Proceedings of the 1st International Conference on Emerging Issues in Humanity Studies and Social Sciences (ICE-HUMS 2021), pages 374-379

ISBN: 978-989-758-604-0

Bandura said TSE is a teacher's belief in his or her

ability to produce the expected level of engagement

and student learning achievement, including for

students who have problems with learning

motivation. In this pandemic period, TSE is relevant

to face changes in the online learning system. There

are three dimensions of TSE (Ozder, 2011), (1)

efficacy in student engagement; teachers need to have

confidence in their ability to continue to motivate

students to face learning in a boring network because

they do not interact directly, (2) efficacy in

instructional strategies; teachers have confidence to

make interesting learning strategies according online

learning, (3) efficacy in classroom management;

teachers have confidence to remain able to control

and manage the class and maintain student learning

discipline in conditions not face to face. In the online

learning system, it is difficult for teachers to monitor

students, making it difficult for teachers to provide

assessments related to their performance and learning

outcomes. With the shortened asynchronous teaching

time, the teacher also finds it difficult to control

students' academic performance because the weight

of the material is fixed but with a shortened time and

many are shifted to independent assignments. On the

other hand, the teacher's burden is increasing because

the teacher is still obliged to correct more and more

assignments. This higher work demands will affect

the teacher's positive attitude in dealing with work

and this is referred to as work engagement,

hereinafter referred to as WE .

According to Khan, WE is a positive attitude that

shows a worker's emotional, cognitive and physical

attachment to work. Engelbrecht, 2006 explain that

teachers who have WE are able to maintain their

morale even when faced with frustrating situations

(Bakker & Demerouti, 2008). During this pandemic,

it is important for high school teachers to have a

positive attitude at work to be able to maintain

performance in facing frustrating situations due to

changes in the learning system as well as demands

and targets with the same load. According to Timms

et al., 2011, TSE as a personal resource, is considered

one of the important antecedents of job involvement.

The opportunity to bring out competence in the

workplace is essential for the emergence of work

engagement (Chan et al., 2020a). Teachers who rated

themselves higher in terms of TSE would be more

involved in their work, experience more positive

emotions, and reduce negative emotions towards their

students (Burić & Macuka, 2018). Longitudinal

studies show that teacher self-efficacy and job

involvement influence each other (Salanova et al.,

2011).

Teachers need TSE and WE in facing the demands

of changing teaching methods in this pandemic. The

demand for rapid change is a stressful situation in

itself for the teacher. Given that the teaching

profession has a high level of stress, Kyriacau

(Kyriacou, 2001) stated that the psychological well-

being of teachers is important so that teachers can

continue to carry out their duties in the midst of quite

pressing assignments in this pandemic. Teacher

psychological well-being, hereinafter referred to as

teacher psychological well-being (PWB), is a

variable that effectively affects student learning

outcomes (CANSOY et al., 2020). Seligman

describes well-being as an effort to be peaceful and

enjoy life, to be connected to life, to have satisfying

relationships with others, to aim for a purpose, and to

make life worthwhile. In addition, individual

satisfaction with life is reflected through the

emergence of positive feelings about the future and

the ability to continue life functionally (Conway,

2012). Ryff, 1989 explains that well-being is different

from feeling good, but welfare is being able to live a

functional life (Kurt & Demirbolat, 2018). On the

other hand, integrating social life with society,

solidarity, and social acceptance strengthens the

characteristics of well-being (Lee & Keyes, 2013).

On the teacher side, positive TSE beliefs have been

shown to result in increased PWB in terms of higher

levels of job satisfaction and commitment and lower

levels of stress and fatigue (Skaalvik & Skaalvik,

2019). TSE was found to a predictor of teacher

psychological well-being (CANSOY et al., 2020).

Chan's research 2020, results show that TSE is

positively related to job satisfaction mediated by WE

(Chan et al., 2020b). According to Isgars’s research

there is positive relationship between PWB and job

satisfaction. When PWB is high, it is predicted that

job satisfaction will also be high (Isgor & Haspolat,

2016). .

Based on the former research regarding the

phenomenon, there is positive relation between TSE,

PWB and WE variables. The situation of public high

school teachers during this pandemic, the TSE, PWB

and WE variables become psychological variables

that are quite relevant to be studied, because this will

encourage the welfare of teachers to carry out tasks

amid the demands of the pandemic situation that must

change. This study aims to see a model of the

relationship that occurs between the three variables,

especially for high school teachers in the city of

Bandung. The model to be proposed in this study is

whether the PWB variable can be a mediator for TSE

to influence WE.

Teacher Self Efﬁcacy and Work Engagement: The Mediating Role of Psychological Well Being

375

2 METHODS

2.1 Research Method

This study used a cross sectional research design,

where the research design was carried out by

measuring or observing at the same time. Data

collection was carried out using a questionnaire

distributed via google form for approximately one

month.

2.2 Measures

2.2.1 Teacher Self Efficacy

The measuring instrument used to measure the TSE

variable is from Megan Tschannen-Moran and

Woolfolk-Hoy (1998) (Tschannen-Moran et al.,

1998; Tschannen-Moran & Hoy, 2001) , namely the

Teachers' Sense of Efficacy Scale (TSES) which was

translated by previous researcher Anastasia Kristiani

(2016), consisting of 24 items with item validity

values. between 0.5-0.66 and reliability of 0.917

(Kontribusi Sumber-Sumber Self-Efficiancy, n.d.).

2.2.2 Psychological Well-Being

The second variable used the Psychological Well-

Being Scale (PWBS) developed by Ryff, which was

adopted and translated by the previous researcher

Yovan Nuzki Pratama (2017) which consists of 42

items with the validity of the items between 0.270-

0.66 and reliability 0.910.

2.2.3 Work Engagement

The third variable used work engagement which is an

adaptation of the Utrecht Work Engagement Scale

(UWES) made by Schaufeli and Bakker (2006),

consisting of 16 items with a validity of 0.390 - 0.678

and reliability of 0.858 (Bakker et al., 2008).

2.3 Sampling Technique

This study used a purposive sampling technique, in

which all public high school teacher respondents who

met the population characteristics criteria had the

same opportunity to be used as research samples, as

many as 209 high school teachers in the city of

Bandung. Population characteristics of this study are

teachers who work in public schools as active

permanent teachers. This research has received

official permission from The Education Authorities

of the West Java Government.

2.4 Mediation Analysis Method

This study used a simple mediation model test,

involving only one variable to be the moderator

variable, namely the psychological well-being

variable. The patterns of the mediation model used in

this study is as follows (Zhao et al., 2010):

Figure 1: Simple mediation model. (Zhao et al., 2010).

Based on the simple mediation model above, the

analysis of the effect of mediation will look at the

following values:

1. c is a direct effect

2. The multiplication of a x b will produce an

indirect effect

3. (a x b) + c will produce the total effect

This simple mediation analysis process will be

carried out using the assistance of the JASP 0.14.1

program. The results of this mediation test will then

be entered into the flow of analysis where the effects

of the mediation will be seen based on the five

existing categories, namely (Zhao et al., 2010):

i. Complementary (partial mediation) if a x b is

significant, c is significant, and a x b x c is

significant.

ii. Competitive (partial mediation) if a x b is

significant, c is significant, but a x b x c is not

significant

iii. Indirect-only (full mediation) if a x b is

significant, but c is not significant

iv. Direct-only (no mediation) if a x b is not

significant, but c is significant

v. No effect (no mediation) if a x b is not

significant, c is not significant

2.5 Hypothesis

Psychological well being is a mediator of teacher self

efficacy and work engagement.

ICE-HUMS 2021 - International Conference on Emerging Issues in Humanity Studies and Social Sciences

376

3 RESULTS AND DISCUSSION

3.1 Participants

This study involved a total of 209 participants (male

= 70; female = 139) who were teachers from public

high schools in Bandung. The mean age of the male

respondents was 48.557 (SD = 9.155) and the female

respondents were 48.914 (SD = 9.481). Most of the

respondents have a final bachelor degree education

(77.5%) and the rest have master degrees (22.5%).

3.2 Mediation Analysis Results

Prior to the mediation analysis, a regression analysis

was conducted between the TSE and PWB. This

regression analysis aims to see whether PWB can be

a mediator for TSE. The regression results showed

that TSE could significantly predict PWB (B = 0.357;

95% CI [0.254.0. 469]; β = 0.4; t = 6,274; p <0.001).

Next, a regression test is carried out to determine

whether the PWB variable can have an effect on the

WE variable (the dependent variable). The regression

test results showed that PWB could have a significant

effect on WE (B = 0.147; 95% CI [0.091,0.204]; β =

0.337; t = 5.158; p <0.001). These two regression

results indicate that the PWB variable can be a

mediator for TSE towards WE.

Figure 2: Mediation model of teacher self-efficacy

(independent variable), psychological well-being

(mediator), and work engagement (dependent variable).

Next, the mediation analysis is carried out on TSE

(independent variable), PWB (mediator) and WE

(dependent variable). The results of the mediation

analysis show that TSE does not have a significant

direct effect on WE (z = -0.671; p = 0.502). On the

indirect effect side, the TSE path through PWB to WE

shows a significant value (z = 3,928; p <0.001). This

result means that the PWB variable can fully mediate

the teacher self-efficacy with WE. The results of

direct and indirect effects in the mediation analysis

yield the total effect. In this study the results of the

total effect between the mediation models carried out

were found to be insignificant (z = 1.378; p = 0.168).

3.3 Result

Based on these results, we find that the indirect effect

(a x b) is significant, but the direct effect (c) is not

significant, which indicates that the results of this

mediation are in the indirect-only (full mediation)

category. This indicates that psychological well-

being can fully mediate teacher self-efficacy with

work engagement. Psychological well-being can also

be identified as a mediator consistent with the

hypothesized theoretical framework. The results of

the mediation model can be seen in Figure 2.

3.4 Discussion

Based on the findings related to TSE, WE and PWB

for public high school teachers in Bandung, the

results show that PWB is fully a mediator between

TSE and WE for public high school teachers in

Bandung. In this study TSE did not have a direct

effect on teacher’s WE, but if the TSE and WE

variables were mediated by PWB, the relationship

would be strong. These findings are something new

related to research from Salanova (Salanova et al.,

2011) which revealed that the efficacy and

involvement in work influence each other. However,

a strong relationship between TSE and WE must be

mediated by PWB in order for the two relationships

to be stronger. The findings of this study, it confirm

the role of PWB as an important key for public high

school teachers in Bandung. If a teacher has a

psychological sense of well-being, it will lead to a

strong involvement in carrying out his/her role during

a pandemic. When a teacher has a strong attachment

to his/her job, will do the job well even in a difficult

pandemic situation. In accordance with research

conducted by Ailleo (Aiello & Tesi, 2017), PWB acts

as a personal resource that supports perception,

identification, and work resources which in turn are

related to WE. This shows that belief in the ability to

teach as a teacher is not strong enough to lead teacher

attachment to their work, especially during this

pandemic. Confidence in the ability of teachers to

organize their work must be accompanied by an

appreciation of positive feelings regarding the

psychological well-being of teachers so that teachers

can create attachments to their work.

When teachers feel confident in their abilities and

appreciate their psychological well-being, they will

be engaged to their work so that they are able to

manage and control their work which has an impact

Teacher Self Efﬁcacy and Work Engagement: The Mediating Role of Psychological Well Being

377

on student learning outcomes. Teachers will still have

great energy, high dedication and concentration at

work and as aresult their productivity will not

decrease even though they are working during a

pandemic.

4 CONCLUSIONS

The findings in this study provide a clear direction

that in order to create an attachment to work, teachers

need to have psychology well-being. In Kang’s

research, WE has a positive correlation with PWB

(Kang & Kwon, 2017). Cankir’s research shows that

WE becomes a partial mediator variable between

PWB and job satisfaction (Arıkan & Çankır, 2019).

For public high school teacher in Bandung, work

engagement will arise when they feel they are

experiencing PWB. According to Ryff, people who

have PWB will have positive attitude towards

themselves and their environment, able to make their

own decisions, can manage the environment

according to their conditions so they can maintain a

positive attitude towards their environment. When

teachers feels prosperous and have a positive attitude

towards themselves and others with all the conditions

they feel, it will lead to a positive attitude at work and

create work engagement. In this research, TSE did

not directly correlate with WE. In Minghui’ s

study,TSE show low correlation with WE (Minghui

et al., 2018). TSE does not necessarily create WE, but

need to be mediated by PWB, so that TSE can bring

up WE.

Teachers need to have PWB so that their TSE and

WE are formed. School managers also have a role in

supporting the fulfillment of teacher. Teacher with

PWB, are expected able to know and accept

themselves, have a positive relationship with the

people around them, have a purpose in life and be able

to plan and organize their own lives. School

administrators can improve the psychological well-

being of teachers by giving proper awards for the

performance of individual teachers, thus the resulting

impact will be positive for the work of teachers in this

difficult pandemic.

This research needs to be reviewed considering

that this research was conducted in a specific

situation, namely the Covid-19 pandemic. Different

findings may be found in non-pandemic situations in

the learning process. To expand the study, research

can be carried out on a sample of private high school

teachers in Bandung.

ACKNOWLEDGEMENTS

We would like to extend our thank to the various

parties who gave us the opportunity to complete this

valuable research. In particular, we would like to

thank:

the Dean of the Faculty of Psychology,

Maranatha Christian University, Dr. Yuspendi.,

M.Psi, M.Pd, a psychologist who gave the research

team freedom in determining research topics. Put

gratitude also goes to Dr. Teresa Wargasetia., M.Sc,

from the Institute for Research and Community

Service (LPPM), Maranatha Christian University,

who provided feedback on this research. Last but not

least, we would like to thank

Solina Andiesta Putri.,

S.Psi who inspired the research topics of TSE and WE

for teachers and helped the data collection process.

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