Work stress and its relationship to the self-efficacy of primary education teachers

Abstract

The study aims to test the relationship between work stress and self-efficacy among primary education teachers in the primary schools of Touggourt. The sample of the study consisted of (98) teachers, and the researcher used the following tools: a work stress scale for Askar and others (1986), and a self-efficacy scale designed by the researcher. This current study has applied an descriptive method, For statistical treatment the following methods were used: Pearson coefficient, 'T' test, and multiple regression. The results of the study concluded that there was a statistically significant inverse correlation between work stress and self-efficacy among the sample individuals, and that there were no statistically significant differences between the sexes in the work stress, and that there were no statistically significant differences in self-efficacy according to the years of work, It turned out that there are three dimensions that predicted the self-efficacy of a primary education teachers, namely the student's behavior, the teacher's relationship with management, and the estimation of the teaching profession, while the other dimensions were unable to predict self-efficacy.