Self-Efficiency in Relation to Vocational Adjustment and Performance Quality among the Teachers of Resources Rooms in West Bank governmental Schools

Abstract

The current study aimed at recognizing self-efficiency, vocational adjustment, and performance quality levels among teacher of resources rooms in the West Bank governmental schools besides identifying the nature of the relationship between the overall score and the dimensions of self-efficiency, vocational adjustment, and performance quality scales. The sample consisted of (45) teacher of resources rooms teachers working during the school year 2011-2012. Three self-developed scales (i.e. self-efficiency, vocational adjustment, and performance quality) were administered. The study results showed that while self-efficiency exceeded 80% as a supposed level, vocational adjustment and performance quality levels were lower than 80%. Moreover, the study revealed that there was a correlational relationship between the overall score and the dimensions of self-efficiency, vocational adjustment excluding social adjustment, and performance quality scales; there were statistically significant differences between the scores averages of high-self efficiency teachers and the scores averages of low-efficiency teachers in vocational adjustment and performance quality scales.