Examining the impact of teachers' self-efficacy beliefs on teachers' psychological resilience

The aim of this research is to examine the effects of teachers' self-efficacy beliefs on their psychological resilience levels. The research group of this study consisted of 189 teachers, working in private and state institutions in Karatay, Meram and Selçuklu districts of Konya. According to the results of the research, teachers' self-efficacy beliefs did not differ significantly according to gender, the type of institution, and seniority year. Teachers' self-efficacy beliefs differed significantly according to the teaching level and perceived parental attitude while growing up. The self-efficacy beliefs of the teachers working at the high school level were found to be significantly higher than the teachers working at the pre-school level, and the self-efficacy beliefs of the teachers who perceived their parental attitudes as perfectionist were found to be significantly higher than those of the teachers who perceived their parental attitudes as oppressive-authoritarian. Psychological resilience levels of teachers differed significantly according to gender. Psychological resilience levels of male teachers were found to be significantly higher than female teachers. The psychological resilience levels of the teachers did not differ significantly according to the type of institution, seniority year, teaching level, perceived parental attitude while growing up. It was found that teachers' self-efficacy beliefs explained 18.6% of the variance in teachers' psychological resilience levels.