Empowering Teachers: Exploring Early to Mid-Career Elementary School Teachers’ Relationships Between Wellness and Self-Efficacy
| dc.contributor.author | Anna O’Dell | |
| dc.date.accessioned | 2026-02-13T09:25:27Z | |
| dc.date.available | 2026-02-13T09:25:27Z | |
| dc.date.issued | 2024-03-04 | |
| dc.description.abstract | Background: A cyclical relationship has been documented among a teacher’s self-efficacy, stress, and segments of their professional wellness (i.e., psychological, financial). Despite the recognized importance of teacher wellness and self-efficacy, research pertaining to public school elementary teachers specifically regarding these constructs is sparse. Purpose: The current exploratory study aimed to discover the relationship between teachers’ self-efficacy and teacher wellness, controlling for factors such as time spent teaching, and potential site-based differences in the relationship. Methods: The sample was comprised of 33 elementary school teachers across two elementary schools (K-5th grades), in two geographically different states, who completed the standardized Teacher Sense of Self-Efficacy Scale Short Form and the Five Factor Wellness Inventory. Results: Results from a Spearman’s rho indicated that, for both schools, there was a moderate, statistically significant, positive correlation between teachers’ self-efficacy and wellness with higher self-efficacy related to higher wellness. Conclusions: Given the results, the new insights into the relationship between teacher wellness and self-efficacy, regardless of location, indicates that preservice higher education training programs must emphasize the critical priority of building, supporting, and creating sustainable practices for teacher wellness and self-efficacy. As these practices begin prior to entering the profession, teachers can implement their coping skills to maintain higher wellness and self-efficacy levels, providing healthy modeling to others and potentially increasing effectiveness of instruction and retention levels. | |
| dc.identifier.issn | 2320-7655 | |
| dc.identifier.issn | 2320-8805 | |
| dc.identifier.other | https://doi.org/10.15415/iie.2024.121001 | |
| dc.identifier.uri | https://demodspace.chitkara.edu.in/handle/123456789/649 | |
| dc.language.iso | en | |
| dc.publisher | Chitkara University Publications | |
| dc.subject | Elementary teacher(s) | |
| dc.subject | Teacher wellness | |
| dc.subject | K-12 Educators | |
| dc.subject | Teacher self-efficacy | |
| dc.title | Empowering Teachers: Exploring Early to Mid-Career Elementary School Teachers’ Relationships Between Wellness and Self-Efficacy | |
| dc.type | Article |