Effect of location and gender on psychological well-being and self-efficacy of school teachers

Page: 403-410

O.P. Sharma (Department of Psychology, University of Rajasthan, Jaipur, Rajasthan) Vismita Paliwal (Department of Psychology, NIMS University, Jaipur, Rajasthan) Mangi Lal
(Department of Psychology, Jai Narayan Vyas University, Jodhpur, Rajasthan)

Teachers, their well-being, their professionalism and their professional development are critical in any discussion as to how to improve educational performance. The purpose of the study was to analyze the effect of rural and urban background and gender on the level of psychological well-being and self-efficacy among teachers of Rajasthan. Sample of 300 teachers was selected among which 150 were rural and 150 were urban areas of Rajasthan. Among both rural and urban teachers 75 were male and 75 female. The age range of the teachers was 25-45 years. Ryff’s psychological well-being scales (PWB) (Ryff, 1989) and Teacher Self-efficacy Scale (Bandura, 1977) were conducted on the sample selected. Scoring of response sheets was done by the investigator himself according to the scoring keys given in the manuals of three tests. For the determination of significance of mean differences the student’s “t” test were applied between the gender (male & female) and location (rural & urban) of the schools. It was found that the Level of Positive relations, self acceptance and total psychological well being were found significantly more on male teachers of rural area than female teachers of rural area. It was also indicated that female teachers of urban area were found to have more level of Environmental Mastery, positive relations, self acceptance, purpose in life, personal growth dimensions of psychological well being scale, and total psychological well being than male teachers of urban area. The urban teachers had significantly high Personal Growth dimension of psychological well being than rural teachers. The limitations and implications of the study were stated.