Psychosocial work situation as a predictor of teachers’ sense of self-efficacy

<ns3:p>A modern teacher should not only provide his students with knowledge, but also introduce them to the world of values and act as their mentor, guide and authority. Teachers’ work requires both professional competence and personal predispositions, including particularly kindness, openness to their students’ affairs, responsibility, initiative and perseverance in effective actions. The nature of this paper makes it associated with numerous psychosocial burdens, which are important predictors of teachers’ sense of self-efficacy, which is confidence in themselves and their ability to achieve their goals. Thus, the empirical results presented in this article are supposed to clarify the role of teachers’ psychosocial workload in shaping their sense of self-efficacy. On the grounds of the analyses presented, it was found that the high level of the respondents’ well-being, their perceived social support and cognitive control, the low level of role and overload conflict, as well as the marginal demand for changes facilitate formation of their high sense of self-efficacy.</ns3:p>