Self-efficacy: Its influence on life satisfaction of college teachers

Abstract

This research aims to analyze the self-efficacy and life satisfaction of Lorma Colleges faculty members teaching in the tertiary level. Specifically, it aims to answer the following questions: 1. What is the level of self-efficacy of the respondents along the following aspects: a. student engagement; b. classroom management; c. instructional strategies; d. social systems; and e. emotional arousal? 2. What is the level of satisfaction of the respondents as teachers along with the different dimensional a. career domain; b. social domain; c. health domain; d. financial domain; and e. community domain? 3. What is the relationship between self-efficacy and the life satisfaction of college teachers? To analyze the impact of self-efficacy on teachers' life satisfaction, the study utilized a quantitative research design by using an adapted survey questionnaire among selected tertiary faculty members from Lorma Colleges, chosen through an accidental sampling technique with 88 samples. the survey questionnaire used was comprised of three parts, wherein the first part is the socio-demographic profile, the second part was the teachers' self-efficacy test, and the third part was the teachers' life satisfaction test. The researcher developed a faculty development program based on the study's results with the primary intention of further enhancing teachers' self-efficacy, which was proven as an indicator of teachers' life satisfaction.