Abstract:
Self-efficacy has become the focus of attention in the field of teaching. Teachers
with higher teaching efficacy portray more enthusiasm for teaching and have
greater commitment to teaching. The purpose of this study was to investigate
whether self-efficacy has an influence on teachers’ organizational commitment
(OC). This study hypothesized that teachers’ self-efficacy would have no
significant relationship on teachers’ organizational commitment. The study
employed survey research design to establish the relationship between self efficacy and teachers’ OC. Simple random sampling was employed to draw a
study population of 480 teachers in secondary schools in Nairobi, Machakos,
Kajiado, and Kiambu counties in Kenya. The method of data collection was
through the use of questionnaires which were distributed randomly to
respondents. The data was analyzed through descriptive, correlation and
regression analysis. The study established that teachers’ self-efficacy had
positive influence on their OC which indicates that teachers with high self efficacy were more committed to their institutions. The study recommends that
teachers’ employer should provide new teachers with guided mastery
experiences and come up with ways of building their self-efficacy in order to
improve their OC. The study suggests further research on the effect of teachers’
self-efficacy on students’ achievements.
