Impact of teachers’ self-efficacy on their work engagement: A case of Vietnam

Abstract

Recent research across various educational settings has consistently highlighted the statistically positive effects of teachers' efficacy on their level of work engagement. However, an in-depth analysis of the literature reveals an important gap in this study in relation to Vietnamese education. Hence, the present study aims to establish a relationship by investigating the relationship between teachers' efficacy and their work engagement within the framework of the Vietnamese educational system. The study used both the Teachers' Sense of Efficacy Scale (TSES) and the Utrecht Work Engagement Scale (UWES) to gather quantitative data from 354 high school teachers across 6 different high schools. The findings revealed a positive relationship between teachers' efficacy and their work engagement through a combination of factorial analysis and path analysis. These findings are significant because they highlight the value of incorporating self-efficacy concepts into training programs and creating encouraging environments to increase teachers' levels of engagement with their jobs. It is essential to prioritize the use of random sampling techniques in future research initiatives in order to generate a sample that is more extensive and applicable to a broader range of situations. Future researchers may explore incorporating qualitative research methodologies to better understand the impact of teacher efficacy by capturing the unique narratives and perspectives of teachers. This approach would provide a complete understanding of the dynamic relationship between teacher efficacy and work engagement.