Abstract:
This study aims to determine the correlation between self-efficacy and work
engagement among English teachers. The writer used quantitative research methods
in the form of the correlational model. Two instruments were adopted; the Teacher
Sense of Efficacy Scale (TSES) and the Utrecht Work Engagement Scale (UWES).
Data were gathered from all English teachers working around eight Junior High
schools in the Ciamis sub-district (N=29). The data obtained were analyzed using
the Pearson Product Moment. Through this research, the sense of efficiency and
work engagement among EFL teachers in junior high schools in the Ciamis is
finally acknowledged to be at a moderate level. This study has also proven the
alternative hypothesis (H1); there is a positive correlation between self-efficacy and
work engagement among EFL junior high school teachers in Ciamis Sub-district.
While the null hypothesis (H0) was automatically rejected. With a correlation value
of 0.764 (r = 0.764) and a significance level of 0.000, the results revealed a
significant positive link between self-efficacy and work engagement among
participants. This implies that an English teacher with a high sense of efficacy will
be more engaged in their work. On the other hand, a low degree of self-efficacy will
result in a low level of work engagement in the English teacher. The findings can
be theoretically and pedagogically important to EFL teachers, English Language
Teaching (ELT) fields, teacher-trainers, and administrators of educational settings.
