The Relationship Between Character Strengths And Perceived Teacher Self-Efficacy

Abstract

This study built on existing limited research examining the relationship between teacher Character Strengths and teacher self-efficacy for teachers within the UK. The research question was “is there a significant relationship between Character Strengths and teacher self efficacy for teachers within the UK?”

A correlational, within-subject design was used. A self-selecting sample completed the Teacher Efficacy Scale (Short Form), Teacher Sense of Efficacy Scale (Short Form) and Values in Action, 72 item survey (VIA-72) using Qualtrics. The Marlowe-Crowne Social Desirability was completed as a control measure. The predictor variables were Character Strengths, and the outcome variable was teacher self-efficacy.

The results demonstrated a non-significant relationship between Character Strengths and teacher self-efficacy measured by the Teacher Efficacy Scale. Significant positive and negative correlations were found between Character Strengths and teacher self-efficacy measured by the Teacher Sense of Efficacy Scale. Character Strengths accounted for variance in the model when socially desirable responding was controlled for. Results are discussed in terms of different aspects of teaching measured by each scale and how  significant correlations can be explained by the qualities Character Strengths encompass. The alternative hypothesis, that there is a significant relationship between Character Strengths and teacher self-efficacy was accepted.

This study provides support for the previous limited research that demonstrated a relationship between Character Strengths and teacher self-efficacy in Korea and Turkey and considers differences in the relationship depending on how self-efficacy is measured and how different Character Strengths relate to different aspects of teacher self-efficacy.