Self-efficacy as a Predictor of Work Engagement among Teachers in Private Vocational High Schools
Abstract
Active teacher engagement is a key determinant of both educational effectiveness and student learning outcomes, and this role has become especially prominent in vocational schools because of their unique instructional contexts. The objective of this research was to assess the level to which self-efficacy predicts work engagement among private vocational high school teachers in Surabaya. Specifically, it aims to quantify the relative contributions of the three self-efficacy dimensions (level, strength, and generality) to overall work engagement and to identify which dimension most strongly predicts work engagement in a vocational education context. The novelty of this research lies in applying a multidimensional self-efficacy framework using PLS-SEM to a large sample of Indonesian private vocational teachers, a population underrepresented in previous empirical studies. The findings are significant because they provide both theoretical insights for the academic community and practical implications for strengthening teachers’ work engagement in vocational schools. This study utilized a quantitative research design, collecting data from 315 private vocational high school teachers. The dataset was then analyzed using Partial Least Squares Structural Equation Modeling. The results show that (Strength: β = 0.764; Level: β = 0.763; Generality: β = 0.834; p <0.05) significantly impacts work engagement levels, with generality emerging as the strongest predictor, explaining 33.6% of engagement variance.
These findings highlight the importance of fostering generalized confidence beliefs to enhance teacher engagement in vocational education contexts. By applying a multidimensional self-efficacy framework via PLS SEM among Indonesian teachers, this study offers both theoretical contributions and practical guidance for school leaders aiming to design targeted professional development interventions.
Keywords: self-efficacy, work engagement, teachers, vocational high schools, PLS-SEM.
Full Text:
PDFReferences
J. Akhsan, Analysis of the Teacher’s Role in Educating Students during the Era of Disruption, Enigm. Educ., vol. 1, no. 1, pp. 11–15, Nov. 2023, doi: 10.61996/edu.v1i1.3.
K. A. Slovaček, Ž. Sinković, and N. Višnjić, “The Teacher ’s Role in the Creative Teaching of Literacy,” Croat. J. Educ. - Hrvat. časopis za Odgoj i Obraz., vol. 19, no. Special edition1, pp. 27–36, Feb. 2017, doi: 10.15516/cje.v19i0.2433.
F. N. Khan, M. Imad, M. Begum, and Amanullah, “Relationship between Teacher’s Role and Development of Student’s Academic Behavior,” Sir Syed J. Educ. Soc. Res., vol. 1, no. 2, pp. 89–101, 2018.
Y. Z. Fei and L.-C. Tien, “The Influence of Work Values and Work Engagement on Improving the Work Performance of Young Teachers in Universities,” J. Law Sustain. Dev., vol. 12, no. 2, pp. 1–17, 2024, doi: 10.55908/sdgs.v12i2.2585.
D. Ilisko, J. Badjanova, and S. Ignatjeva, “Teachers’ Engagement With Work and Their Psychological Well-Being,” in SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2020, vol. 5, pp. 102–110. doi: 10.17770/sie2020vol5.4981.
A. Irshad, A. Asad, N. Ahmad, and A. Farooqi, “Reciprocal Relationship Between Teachers ’ Work Engagement and Their Emotions : A Cross-Sectional Study at Elementary Level,” Int. Res. J. Manag. Soc. Sci., vol. V, no. 2, pp. 662–673, 2024.
M. Dehne, D. L. Roorda, H. M. Y. Koomen, and M. Zee, “Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms,” Soc. Psychol. Educ., vol. 28, no. 1, pp. 1–28, 2025, doi: 10.1007/s11218-025-10023-x.
A. S. Stander and M. W. Stander, “Retention of Educators: the Role of Leadership, Empowerment and Work Engagement,” Online) Int. J. Soc. Sci. Humanit. Stud., vol. 8, no. 1, pp. 187–202, 2016.
S. Chen, A. Rani, and N. Sahadila, “Exploring the Impact of Teachers’ Intrinsic Motivation on Innovative Teaching Practices: The Mediating Role of Teacher Engagement in Beijing Colleges and Universities,” Uniglobal J. Soc. Sci. Humanit., vol. 4, no. 4, pp. 1–10, 2025, doi: 10.53797/ujssh.v4i1.1.2025.
C. Freire, M. del M. Ferradás, B. Regueiro, S. Rodríguez, A. Valle, and J. C. Núñez, “Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach,” Front. Psychol., vol. 11, no. May, pp. 1–11, 2020, doi: 10.3389/fpsyg.2020.00841.
A. Bandura, Self-Efficacy: The Exercise of Control, 1st ed. New York: Worth Publishers, 1997. doi: 10.1177/0032885512472964.
F. A. R. Putri and F. Fakhruddiana, “Self-efficacy guru kelas dalam membimbing siswa slow learner,” JPK (Jurnal Pendidik. Khusus), vol. 14, no. 1, pp. 1–8, 2019, doi: 10.21831/jpk.v14i1.25161.
A. Bakker and M. Leiter, Work Engagement: A Handbook of Essential Theory and Research. 2010.
N. Zahari and M. Kaliannan, “Antecedents of Work Engagement in the Public Sector: A Systematic Literature Review,” Rev. Public Pers. Adm., vol. 43, no. 3, pp. 557–582, 2023, doi: 10.1177/0734371X221106792.
E. P. Wiroko and M. R. Fadillah, “Patience and Work Engagement among Islamic Bank Employees,” J. Psikol. Islam dan Budaya, vol. 3, no. 1, pp. 01–12, 2020, doi: 10.15575/jpib.v3i1.5922.
F. Halawa, E. N. Anggraini, and P. Yulianti, “The Antecedents and Consequences of Work Engagement on Teacher: A Systematic Literature Review,” Mak. J. Manaj., vol. 9, no. 1, pp. 27–38, Jun. 2023, doi: 10.37403/mjm.v9i1.536.
S. K. Silva, J. N. Dewasiri, and L. S. Dangalla, “Employee Work Engagement An Analysis of Antecedents in Teaching Context,” J. Hum. Resour. Manag. Perspect., vol. 10, no. 1, pp. 76–100, 2025, doi: 10.4038/jhrmp.v10i1.34.
R. J. Collie, H. Granziera, A. J. Martin, E. C. Burns, and A. J. Holliman, “Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes,” Teach. Teach. Educ., vol. 95, p. 103148, 2020, doi: 10.1016/j.tate.2020.103148.
J. L. Johnson, “Teacher self-efficacy and teacher work engagement for expats at international K12 schools in China: A correlation analysis,” Int. J. Educ. Res. Open, vol. 3, no. April, p. 100176, 2022, doi: 10.1016/j.ijedro.2022.100176.
V. D. Tran, “Impact of teachers’ self-efficacy on their work engagement: A case of Vietnam,” J. Educ. e-Learning Res., vol. 10, no. 4, pp. 768–777, 2023, doi: 10.20448/jeelr.v10i4.5202.
N. Tanurezal and R. O. Tumanggor, “Hubungan Efikasi Diri Dengan Keterikatan Kerja Pada Guru Kelas Di Sekolah Inklusi Di Jakarta,” J. Muara Ilmu Sos. Humaniora, dan Seni, vol. 4, no. 2, pp. 393–401, 2020, doi: 10.24912/jmishumsen.v4i2.8635.2020.
J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition), 5th ed. Sage Publication, 2018.
H. Setiabudhi, Suwono, Y. A. Setiawan, and S. Karim, Analisis Data Kuantitatif dengan SmartPLS 4. Balikpapan: Borneo Novelty Publishing, 2025. [Online]. Available: https://ebooks.borneonovelty.com/media/publications/588838-analisis-data-kuantitatif-dengan-smartpl-29069ce4.pdf?
S. Azwar, Metode Penelitian. Yogyakarta: Pustaka Pelajar, 2015.
I. Ghozali, Partial Least Squares: Konsep, Teknik dan Aplikasi Menggunakan Smart PLS 3.2.9 untuk Penelitian Empiris, 3rd ed. Semarang: Badan Penerbit Undip, 2021.
S. T. Lipscomb, K. D. Chandler, C. Abshire, J. Jaramillo, and B. Kothari, “Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement,” Early Child. Educ. J., vol. 50, no. 4, pp. 675–685, 2022, doi: 10.1007/s10643-021-01182-5.
Q. Heng and L. Chu, “Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers,” Front. Psychol., vol. 14, no. May, pp. 1–13, 2023, doi: 10.3389/fpsyg.2023.1160681.
Z. Al-Hamdan and H. Bani Issa, “The role of organizational support and self-efficacy on work engagement among registered nurses in Jordan: A descriptive study,” J. Nurs. Manag., vol. 30, no. 7, pp. 2154–2164, 2022, doi: 10.1111/jonm.13456.
L. Minghui, H. Lei, C. Xiaomeng, and M. Potmešilc, “Teacher efficacy, work engagement, and social support among Chinese special education school teachers,” Front. Psychol., vol. 9, no. MAY, pp. 1–8, 2018, doi: 10.3389/fpsyg.2018.00648.
Y. Xiao, J. Fathi, and F. Mohammaddokht, “Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement,” Front. Psychol., vol. 13, no. June, pp. 1–10, 2022, doi: 10.3389/fpsyg.2022.918488.
E. I. Ahmed, “The Relationship between Principals’ Transformational Leadership and Teachers’ Work Engagement in Saudi Arabia,” Int. J. Innov. Creat. Chang., vol. 15, no. 2, pp. 378–398, 2021.
Y. Shao, W. Jiang, N. Wang, C. Zhang, and L. Zhang, “The impact of authentic leadership on the work engagement of primary and secondary school teachers: The serial mediation role of school climate and teacher efficacy,” PLoS One, vol. 20, no. 5 May, pp. 1–15, 2025, doi: 10.1371/journal.pone.0320839.
W. Wang and G. Shakibaei, “Exploring the correlation between teacher work motivation and engagement in online classes: the mediating role of job satisfaction,” BMC Psychol., vol. 13, no. 1, p. 516, May 2025, doi: 10.1186/s40359-025-02857-z.
A. B. Bakker and E. Demerouti, “The Job Demands-Resources model: state of the art,” J. Manag. Psychol., vol. 22, no. 3, pp. 309–328, 2007, doi: 10.1108/02683940710733115.
J. F. Hair, J. J. Risher, M. Sarstedt, and C. M. Ringle, “When to use and how to report the results of PLS-SEM,” Eur. Bus. Rev., vol. 31, no. 1, pp. 2–24, 2019, doi: 10.1108/EBR-11-2018-0203.
Refbacks
- There are currently no refbacks.
