THE CORRELATION BETWEEN EFL TEACHERS’ SENSE OF EFFICACY AND THEIR WORK ENGAGEMENT LEVEL (A Correlational Study of Junior High Schools in Ciamis)

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.