The Relationship Between Self-Efficacy and Self-Monitoring with Job Motivation in the Teaching Profession of Students in Higher Education Centers
DOI:
https://doi.org/10.61838/jtesd.74Keywords:
Self-Efficacy, Self-Monitoring, Job Motivation, Teachers, Higher Education CentersAbstract
Teachers’ job motivation is one of the important factors influencing the quality of education and their professional development. Self-efficacy and self-monitoring, as two key psychological variables, can play a significant role in enhancing job motivation. The present study was conducted with the aim of examining the relationship between self-efficacy and self-monitoring with job motivation in the teaching profession among students of higher education centers (in-service teacher training) in Kermanshah Province. This research was a descriptive-correlational study. The statistical population included all teaching profession students of higher education centers in Kermanshah Province during the 2006–2007 academic year, estimated at 260 individuals. A sample of 152 participants was selected using simple random sampling and based on the Krejcie and Morgan table. Standardized questionnaires on self-efficacy, self-monitoring, and job motivation were used as data collection tools. Data were analyzed using Pearson’s correlation and multiple regression analysis. The results showed that there was a positive and significant relationship between self-efficacy and self-monitoring with job motivation (P < 0.05). Furthermore, both variables played a considerable role in predicting job motivation. Self-efficacy and self-monitoring are identified as influential factors in increasing student teachers’ job motivation, and strengthening these skills can lead to improved performance and job commitment. Therefore, it is suggested that in-service teacher training programs place special emphasis on reinforcing these components.
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Copyright (c) 2025 Arshad Rahimi Galogahi; Neda Esmaeili, Farzad Amiri (Author)
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