Self-efficacy and its relationship to professional motivation among teachers of social studies in the elementary stage

Abstract

The current research aims to know the self-efficacy and its relationship to professional motivation among teachers of social studies at the elementary level. The researcher followed the descriptive approach and set three goals for his research. In order to achieve the objectives of the research, he selected a random sample consisting of 176 male and female teachers distributed among the primary day schools of the Baghdad Education Directorate / Rusafa Third, and the researcher adopted the Self-Efficiency Scale (Abu Qouta, 2019) for measuring the self-efficacy of teachers after he made some changes to it. Adapting it to the local environment and after presenting it to experts and arbitrators and achieving its sincerity and stability, it became finalized consisting of 42 paragraphs distributed into four areas: (self-confidence, emotional dimension, cognitive dimension and bearing responsibility). It is (the field of the school environment, the field of the educational system, the field of society, and the domain of the same teacher). The researcher adopted in both scales a method to repeat the five-point gradient. The statistical program spss was used to treat the data statistically. The researcher concluded that social teachers at the primary stage possess a good amount of self-efficacy and an above average ratio of professional motivation. He also concluded that there is a correlation between self-efficacy and professional motivation among social teachers in the middle stage, and in light of the findings of the researcher, he put forward a set of proposals And recommendations.