<![CDATA[Teachers’ instructional responsibilities, classroom challenges, and interpersonal interactions create professional demands that make psychological well-being relevant to their work. Teacher self-efficacy, or beliefs about the ability to perform teaching tasks and manage these demands, may be associated with well-being. This study examined that relationship among elementary school teachers using a quantitative correlational design. Purposive sampling recruited 145 teachers from 12 public elementary schools in Kecamatan X, Surabaya, Indonesia. Participants completed the Indonesian Teachers’ Sense of Efficacy Scale and a 23-item psychological well-being measure based on Ryff’s six-dimensional framework. Spearman’s rho analysis identified a positive and significant association (ρ = .389, p < .001, 95% CI [0.234, 0.529]). Teachers reporting stronger efficacy beliefs tended to report better psychological well-being. The findings suggest that teacher self-efficacy is one psychological resource related to well-being in the handling of professional demands.]]>
Copyrights © 2026
