Investigation Relationship Between Self-Knowledge and Self-Esteem with Teachers' Job Self-Efficacy

Document Type : Original Article

Authors

1 M.A. Student in Educational Research, Shahid Madani University, Tabriz, Iran.

2 Ph.D. Candidate in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

3 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran.

10.48310/edup.2026.21675.1449

Abstract

Objective: The aim of this study was to investigate the relationship between self-knowledge and self-esteem with job self-efficacy of teachers in Meshkinshahr.

Method: The method of this research was descriptive-correlational. The statistical population of all teachers of Meshkinshahr schools in the academic year 1399-1400 was 1988 people and the statistical sample was 322 people who were selected using Cochran's formula and simple random sampling. The research instruments were three types of Rigs and Knight job self-efficacy questionnaire, David Whetten and Kim Camerons selfawareness questionnaire and Rosenberg self-esteem.

Results: The results of the present study showed that there is a positive and significant relationship between self-esteem and self-knowledge with job self-efficacy. The results of multiple regression test also showed that job self-efficacy is significant and predictable through self-esteem and self-knowledge.

Conclusion: Self-esteem and self-knowledge skills are important and necessary for teachers and lead to teachers' job self-efficacy; and self-knowledge has played a greater role in increasing teachers' job self-efficacy.

Keywords

Main Subjects

Teacher Education Policy
Volume 7, Issue 4
December 2025
Pages 1-25

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History

  • Receive Date: 27 November 2025
  • Revise Date: 19 January 2026
  • Accept Date: 09 February 2026

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