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Does Teachers' Self-Efficacy Influence Their Organizational Commitment?

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dc.contributor.author Waweru, Nancy Minjire
dc.contributor.author Kihoro, John Mwaniki
dc.contributor.author Gachunga, Hazel Gachoka
dc.date.accessioned 2022-06-28T05:48:50Z
dc.date.available 2022-06-28T05:48:50Z
dc.date.issued 2021
dc.identifier.citation Waweru, N. M., Kihoro, J. M., & Gachunga, H. G. (2021). Does teachers' self-efficacy influence their organizational commitment?. Independent Journal of Management & Production, 12(5), 1537-1553. en_US
dc.identifier.issn 2236-269X
dc.identifier.other DOI: 10.14807/ijmp.v12i5.1357
dc.identifier.uri http://www.ijmp.jor.br/index.php/ijmp/article/view/1357
dc.identifier.uri http://localhost:8080/xmlui/handle/123456789/739
dc.description A research article published in Independent Journal of Management & Production en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.subject Self-efficacy en_US
dc.subject Organizational Commitment en_US
dc.subject Affective Commitment en_US
dc.subject Continuance commitment en_US
dc.subject Normative Commitment en_US
dc.title Does Teachers' Self-Efficacy Influence Their Organizational Commitment? en_US
dc.type Article en_US

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