A Qualitative Analysis of the Dimensions of Professional Self-Efficacy in Female Teachers in Rural Areas

Abstract

The objective of this study was to identify and qualitatively analyze the dimensions of professional self-efficacy among female teachers working in rural areas of Iran. This qualitative study was conducted using a thematic analysis approach. Participants included 16 female primary school teachers from rural districts of Tehran Province, selected through purposive sampling. Data were collected via semi-structured interviews and continued until theoretical saturation was reached. Data analysis was performed using NVivo 12 software, following open, axial, and selective coding procedures. The analysis yielded three main themes: "individual self-efficacy," "interpersonal self-efficacy," and "environmental self-efficacy." Subthemes included instructional competence, self-motivation, parental interaction, conflict management, educational resource management, and community engagement. Participants emphasized the importance of lived experiences, communication skills, adaptability, and creativity in fostering their professional self-efficacy. The findings indicate that despite environmental and structural limitations, female teachers in rural areas maintain and enhance their professional self-efficacy by leveraging personal, social, and contextual capacities. These insights can inform supportive policy development, empowerment programs, and educational improvement efforts in underprivileged regions.