Relationship Between Teachers’ Self- Efficacy and Teachers’ Emotions at Secondary Level

Abstract

This study explores the relationship between self-efficacy of teachers and their emotional states in secondary schools in Mirpur, Azad Jammu and Kashmir (AJ&K). Using a quantitative approach, the research examines how teachers’ belief in their ability to perform job-related tasks influences emotional experiences such as stress, enthusiasm, and burnout. Data collected from secondary school teachers using validated instruments revealed a positive correlation between high self-efficacy and positive emotional outcomes, including increased enthusiasm and reduced levels of stress and burnout which is also statistically significant. Conversely, low self-efficacy was associated with greater emotional distress and job dissatisfaction. The study concludes that improving teacher self-efficacy is crucial for fostering emotional well-being and enhancing overall job performance.

Keywords: Teacher Self-Efficacy, Emotional States, Stress, Burnout, Enthusiasm, Professional Development, Supportive Environment, Secondary Schools, Mirpur, AJ&K