Impact of Role Ambiguity, Role Conflict and Self-Efficacy on the Performance of School Teachers

The performance of school teachers plays a pivotal role in determining the quality of education and student outcomes. However, various psychological and organizational factors significantly influence their effectiveness. This study examines the impact of role ambiguity, role conflict, and self-efficacy on the performance of school teachers. Drawing on data collected from a sample of school teachers, the research explores how unclear job expectations (role ambiguity) and contradictory demands (role conflict) affect teacher productivity and job satisfaction. Furthermore, it investigates the mediating and moderating role of self-efficacy, which reflects teachers’ belief in their ability to manage tasks and challenges effectively. The findings reveal that role ambiguity and role conflict negatively influence teacher performance, whereas higher self-efficacy enhances resilience and improves outcomes. The study underscores the importance of clear role definitions, supportive organizational structures, and professional development programs aimed at strengthening teachers’ self-efficacy. These insights provide valuable implications for school administrations, policymakers, and educators seeking to optimize teacher performance and foster a positive learning environment.