THE EFFECT OF JOB VALUE ON OCCUPATIONAL SELF EFFICACY OF SECONDARY SCHOOL TEACHERS

Teacher efficacy as a belief is expected to guide teachers in their behavior decisions and motivation with regard to teaching. Specifically teacher efficacy for teaching affects their daily decisions related to teaching and their willingness to invoke specific strategies and techniques. In Bandura’s (1986, 1997) theory, self-efficacy is not considered as a trait, but is instead seen as context-specific. The current study takes place in an occupational setting, we focus on a contextspecific form of self-efficacy, namely occupational self-efficacy, defined as “the competence that a person feels concerning the ability to successfully fulfill the tasks involved in his or her job”. There is another important aspect of teacher’s behavior which is Job value. At work place, values are major influences on how individuals approach work. Values drive our decisions and reason us to summon up energy to preserve what people believe in or what people want to defend. It is important to know, what the worker wants from his job because Job Values lead to job satisfaction and personal adjustment of an individual. So the different levels of Job Values can be seen in different teachers and these levels can affect Occupational Self Efficacy of teachers. In this context the study started with the question, is there any effect of job value on the occupational self efficacy of secondary school teachers? In the present study sample of 30 secondary schools of Agra city was selected by simple random sampling and all the available teachers working in these secondary schools were selected. Occupational self efficacy Scale prepared by Sanjyota Pethe, Sushama Chaudhari, and Upinder Dhar and Job value scale developed by Dr. Seema Sanghi was used as tools in this study. Correlation was used to examine the relationship between job value and occupational self efficacy and regression analysis was used to see the effect of job value on occupational self efficacy.