Psychological Well-Being as a Predictor of Teacher Self-Efficacy among General Education Teachers Handling Learners with Intellectual Disabilities
Cheenie T. Asuque
Holy Cross of Davao College, Sta. Ana Avenue, Corner C. De Guzman Street, Barangay 14-B, Davao City, Philippines.
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Abstract
This study examined the influence of psychological well-being on teacher self-efficacy among general education teachers in inclusive classrooms in Clark County School District, Nevada, USA. Anchored on Social Cognitive Theory, the study sought to determine the level of psychological well-being and teacher self-efficacy, examine the relationship between these variables, and identify whether psychological well-being predicts teacher self-efficacy. A quantitative descriptive-correlational research design was employed. Data were gathered through adapted and validated questionnaires administered to general education teachers working in inclusive educational settings. Appropriate descriptive and inferential statistical tools were used in analysing the data.
The findings revealed that the respondents generally demonstrated favourable levels of psychological well-being and teacher self-efficacy. Teachers exhibited strengths in environmental mastery, personal growth, positive relations, and purpose in life, indicating positive psychological functioning and adaptability within inclusive classroom environments. Likewise, respondents showed confidence in managing classrooms, delivering instruction, organising learning activities, building professional relationships, communicating with stakeholders, and addressing the diverse needs of learners. The results further revealed a significant positive relationship between psychological well-being and teacher self-efficacy, suggesting that teachers who experience better psychological functioning tend to possess stronger beliefs in their professional capabilities. Moreover, psychological well-being emerged as a significant predictor of teacher self-efficacy, highlighting its role in enhancing instructional confidence and professional effectiveness.
The study concludes that psychological well-being is an important factor associated with teacher self-efficacy. Promoting teacher wellness, resilience, and positive psychological functioning may strengthen professional confidence and support the effective implementation of inclusive education. The findings provide useful insights for educational leaders, policymakers, and institutions in developing programmes that support teacher well-being and effectiveness.
Keywords: Psychological well-being, teacher self-efficacy, inclusive education, general education teachers, inclusive classrooms