Prediction of Job Performance Based on Self-Efficacy Belief and Emotional Management in Teachers Kermanshah City

Document Type : Original Article

Authors

1 Master of Family Counseling, Department of Counseling, Razi University, Kermanshah, Iran.

2 Ph.D of General Psychology, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.

10.22099/ebd.2025.8162

Abstract

Teachers play an important role in improving the quality of the education system, and improving the job performance of this group is a necessary thing in organizations that can help the organizational efficiency of teachers. This research was conducted with the aim of predicting job performance based on self-efficacy belief and emotional management in teachers. The research was descriptive-cross-sectional and correlational. The statistical population of the research included all the teachers of the education department of Kermanshah city in 2023, who were selected by available sampling in the number of 150 people and responded to self-report instruments including job performance questionnaire (Patterson, 1970), self-efficacy belief (Sherer et al., 1982) and emotional management questionnaire (Roger and Nashover, 1987). Data analysis was done with descriptive statistics, Pearson correlation coefficient and multiple regression with SPSS version 26. The results showed that there is a positive and significant relationship between job performance and self-efficacy belief (P<0.05). Also, the results showed that there is a positive and significant relationship between job performance and emotional management (P<0.05). Simultaneous regression analysis also showed that 34% of job performance variance could be explained based on self-efficacy belief and emotional management variables. According to the results, in order to improve the job performance of teachers and the education system, it is necessary to pay more attention to psychological issues for the organizational promotion of teachers.

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History

  • Receive Date: 24 January 2025
  • Accept Date: 30 April 2025

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