Grace Lalkhawngaihi Rinpari Ralte and C. Zothanmawia
St Xavier’s College, Lengpui,Mizoram Mizoram University, Mizoram
Pages: 73-79
play crucial roles in facilitating learners and students. Moreover, a teacher’s belief on his/
her competence determines the quality of education s/he create for students. Keeping
these in mind, the present study explored the phenomenon of Job Satisfaction and
Self-Efficacy among teachers. Gender comparison and the effect of Type of Institution/
Schools on Teacher’s Job Satisfaction and Teacher’s Self- Efficacy were examined.
Participants included 705 Secondary School Teachers from all districts in Mizoram (21)
who were selected using purposive sampling from Mizoram situated in the North-East
of India. Teacher Job Satisfaction Scale by Munir & Khatoon (2014) and Teacher Sense
of Efficacy Scale – Short Form developed by Tschannen-Moran & and Woolfolk Hoy
(2001) were used as psychological tools. Results revealed that Mizo Secondary School
Teachers were generally high on Job Satisfaction (M= 3.98, SD= .44) Self-efficacy (M=
7.09, SD= 1.18) and Efficacy in Student Management (M= 7.3, SD= 1.15) . Gender
effect on Job Satisfaction was significant t(1)= 16.46, p= .00 but not on Self-Efficacy
t(1)= .002, p= .96 . No significant effect of type of institutions on Job Satisfaction t(1)=
.05, p= .82 and Self-Efficacy t(1)= 1.13, p= .29 was found. Importance of teachers’
contentment and self-confidence, implications for future supportive researches in similar
areas were discussed.
Keywords: job satisfaction, teacher’s self-efficacy, gender, private-public school teachers