Professional commitment of secondary school English teachers in relation to self efficacy well being and perceived social support

Abstract

The investigator took Professional Commitment as dependent variable while Self- efficacy, Well Being and Perceived Social Support as independent variable. For this, the sample of the study was taken from 300 secondary school English teachers from six districts of Panjab namely Faridkot, Muktsar, Moga, Bathinda, Gurdaspur and Sangrur. The data was collected from 300 secondary schools that is again divided into 150 Government and 150 private secondary schools which is further bifurcated into appropriate male and female English teachers. Random Sampling technique was used for sampling purpose. Descriptive survey method was employed by the researcher for exploring the relationships between the variables. Different statistical techniques were employed to find the relationship between professional commitment with self- efficacy, well being and perceived social support. The findings of the study revealed positive and non- significant relationship between professional commitment and self-efficacy of secondary school English teachers while positive and significant correlation was found between professional commitment and self-efficacy and professional commitment and perceived social support. The results indicated that female English teachers of Government and private secondary school are more effacious as compared to male English teachers. Private secondary school English teachers exhibit self- belief, well being and concern for their institution in comparison to Government school English teachers. No significant difference was revealed between perceived social support of male and female of Govt. and private English teachers of secondary schools. It has been further depicted that private secondary school English teachers perceive more support from their friends, colleagues, and family as well as from the head of