review of related literature - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/71513/4/3...

EFFECT OF LIFE SKILLS TRAINING ON TEACHERS’ PERCEIVED WORK ENVIRONMENT AND SELF EFFICACY: AN EXPERIMENTAL STUDY

INDU BALA RAWAT, RESEARCH SCHOLER, UNIVERSITY OF LUCKNOW, LUCKNOW, INDIA (2014) Page 39

CHAPTER 2 REVIEW OF RELATED LITERATURE

The accumulated knowledge of the past provides the base on which the

edifice of new knowledge is erected. A careful review of the research

journals, books, dissertations, theses and other sources of information, on

the problem to be investigated is one of the important steps in the planning

of any research study.

In order to study the research conducted in the areas of present study, the

researcher consulted various journals, magazines, books and web resources

etc. All the literature collected in this way, has been categorized in four

areas

1. Studies related to Life Skills

2. Studies related to work environment

3. Studies related to self efficacy

4. Relational studies

STUDIES RELATED TO LIFE SKILLS

Brown (1989) implemented a Learning Program based on life skills to

train mothers to live independently. This learning program consisted 8

training sessions, covered life skills were obtaining services, money

management, employment, transportation, housing, meal preparation,

home maintenance, leisure time activities and the program was

implemented in 10 weeks. Each session was conducted by the

professionals from the community. Perceived life skills were evaluated by



a pretest/posttest and a pre/post-survey. Results showed the improved life

skills status and self image of mothers.

A Life Skills Project for incarcerated women was started by Scruggs. It

was first implemented in1997 and funded again in 2000. It was a

rehabilitative program for women which included various strategies and

approaches to motivate, educated and empower them. There were total six

components in the project- skills and needs assessment/life action plan

development, interactive empowerment/life management/job readiness

workshops, moral reconation therapy, mentoring, case management with

provisions of two year aftercare, job development and placement. Project

resulted in the improvement in the behavior pattern of the participants.

Garland (1999) investigated the perceived effectiveness of a life skills

education program for youth. Life skills education, covering 15 life skills,

was given to the youth of kindergarten through fifth in an eight week

summer day camp program. Duration of the education was 28 hours.

Perceived life skills education in 15 life skills, was analyzed by the

collected data from18 youth participants, 13 parents, and 13 classroom

teachers. Results revealed the improvement in most of the skills by youth,

parents and class teachers. It was reported by the class teachers that the

children showed better performance in 12 of the 15 skill areas.

Khale, Dayalchand and Kurz (1999) studied the impact of Life Skills

Education on adolescent girls. This intervention study was conducted in

total 72 villages of rural Maharashtra. Objectives of the study were 1.

Delay age at marriage, 2. Improve social status through skills related to



gender, legal literacy, team building, etc., 3. Improve health status by

increasing their cognitive and practical skills in health and nutrition, 4.

Promote self development, increase self confidence through community

and individual projects. Life skills courses were made which included 225

one hour sessions and these were designed for a grassroots trainer. Scope

of this Life Skills Education were social issues and institutions, local

bodies, life skills, child health and nutrition, reproductive and sexual

health, legal literacy/ women’s rights, vocational training, gender

sanitization. After Life Skills Education girls less likely to marry below 18

years, enrolment increased from 450 to 2000 girls, level of education and

school going status also increased.

Powney, Lowden and Hall (2000) did an effort to see that which life skills

are considered important by Scottish and English young people how they

believe they can develop them, and how necessary they see them to their

future life? It was found that communication and interpersonal skills are

considered more important by the sample. The developing factors of life

skills are employment experience, family, friends, school curriculum, work

experience, interagency cooperation, information and communication

technology. Problem solving and critical thinking have important role in

solving any problem.

An Investigation of the Enhanced Relationship between Participants in

Life skills Courses and the Environment was conducted in South Africa by

Rooth (2000). Its sub theme was empowerment and capacity building in

the participants of work shop and course. More emphasis was given on self

concept enhancement. Aims of the life skills Project include: (1) training


INDU BALA RAWAT, RESEARCH SCHOLER, UNIVERSITY OF LUCKNOW, LUCKNOW, INDIA (2014) 2

facilitators in experiential learning techniques with life skills as content

matter; (2) running life skills workshops on requested psycho-social life

skills topics; (3) materials development; (4) provision of networking

facilities; (5) consultation services on workshop implementation and

design; and (6) conducting action research. Included life skills were AIDS

prevention, assertiveness, communication, conflict management, coping

with change, leadership, health management, and team building. Each

workshop session was recorded and participant reflections were written.

After each session and follow-up meetings, evaluation was done. Results

exhibited that the life skills course was beneficial for enhancing self

perception, empowerment and interaction with the environment. Their

stress level was also reduced.

Zollinger and others (2003) assessed the impact of Life Skills Training

curriculum on middle school students’ tobacco use in Marion County,

Indiana. Life skills training was given from 1997-2000. Sample consisted

of total 1,598 students of grade eight to nine. Investigators compared the

students who attended the training with the students who had not attended

the training. Results indicated that the percentage of smokers reduced and

the students indicated that they will remain smoke free. Their knowledge

of health related matters was also enhanced.

A Life Skills Education Project has been implemented in M.P. (2005) to

promote girls education and holistic development by imparting Life Skills

Education to adolescents aged 11-14 in 48 districts of Madhya Pradesh. It

was a two year Pilot Project started in Dec. 2005 and ended in Dec. 2007.

Project was implemented in 48 districts of M.P. included 105 KGBV, 57



Girls Hostel and 47 RBC. The program was supported by Rajya Shiksha

Kendra, Bhopal, UNICEF, Bhopal. Technical support was provided by

State resource, Indore. capacity building, development of need based

training, advocacy were the major strategies. For making the participants

actively involved in the training experiential learning and participatory

methodology were used. Positive results were found during the mentoring

of the training program.

Gulati (2006) posted an article named Empowering Teachers and Children

through Life Skills Training. It was a report of a life skills training for

teachers which was organized by UNICEFF India in 2006 in

collaboration with the Education Department of the Gujarat government in

three districts of Gujarat- Patan, Chhota Udepur and Valsad covering about

147 schools. A total of 243 teachers were trained. It was a four days

interactive training program which covered ten life skills suggested by

WHO. Results revealed that student- teacher relationships have become

stronger and students have become more participative, creative and

interactive.

Quigley (2007) investigated the effect of life skill instruction on the

personal–social skill scores of rural high school student with mental

retardation. Two tools were used to collect the data: life centered career

education (LCCE) knowledge battery and competency rating scale (CRS).

Sample was divided in two groups: experimental and control group. The

results exhibited that there was minor increase in the scores of the

participants of experimental group. According to the participatory



instructors this personal-social skills curriculum can be more beneficial for

the students if it is provided for a long time continuous reinforcement.

Niendorf (2007) studied college women athletes and the life skill they

learned from competition. Researcher investigated the life skills which

were used by the athletes and used by them in other areas of their life.

Total thirteen life skills were identified which included academic and

athletic implications. These can be used by the mentors to enlist the

participation of the athletes.

Sallee (2007) examined perceived effectiveness of youth-adult

partnerships on enhancing life skill development. Objectives of the study

were to- (1) Determine if youth and adult team members perceive that

youth developed the life skills of Leadership, cooperation, contribution to

group efforts, accepting difference, serving learning, planning and

organizing through participation in youth-adult partnership, (2) Determine

if youth perceive themselves as equal team members when serving in a

partnership in adults, (3) Discover perceived obstacles that may keep youth

from engaging in youth-adult partnerships, and (4) Discover methods for

improving newly developed youth-adult partnerships in order to develop

life skills. Results revealed that the program proved helpful in enhancing

life skills, youth perceive themselves as equal participant, having not much

time was the most perceived obstacle that keeps youth from engaging in

youth-adult partnerships and the program should be more interesting.

Hanley; Heal; Tiger and Ingvarsson (2008) organized and evaluated a

class wide teaching program for developing preschool Life Skills. Problem



behavior (noncompliance, vocal or motor disruptions, aggression) and

preschool life skills were identified by classroom observations. The

investigation revealed four categories of preschool life skills i.e. instruction

following, functional communication, delay tolerance, and friendship

skills. Results showed the 74 % of reduction in the problem behavior.

A case study was done by Holt; Tink and others (2008) on whether and

how youth learn Life Skills through their involvement in high school sport.

It was seen that building relationship and involving student-athletes in

decision making are the life skills which are learned by their coach’s

philosophy. It was concluded that the players learn life skills by their own

efforts and teaching of life skills does not has major role in teaching life

skills.

Goudas and Giannoudis (2008) organized a life skills program in a

Physical Education Context. They examined its effectiveness when taught

as a part of physical education lesson. Sample consisted of total 165

students of grade 6th and 8th. They were divided in two groups i.e.

experimental and control group. Focused life skills were setting goal,

positive thinking and problem solving. Assessment was done on four sport-

skills tests, knowledge about life skills and their belief about the use of life

skills. Results presented the enhanced performance of experimental group

in comparison to control group in above mentioned areas.

Campo and others (2008) examined the effects of Life Skills Training on

Medical Students' Performance in dealing with complex clinical cases.

Researcher studied the effect of personality characteristics, like hostility,



anger, cynicism, on clinical judgment and prepared an intervention

program to improve stress, coping and interpersonal skills for medical

students. The intervention was found beneficial in reducing significantly

hostility, cynicism, anger, and aggression consequently maladaptive

decision-making. Assessment was done at two times within the interval of

one week. As results confirmed the relationship between the quality of

decision making and personality characteristics, it was suggested by the

researcher that such type of intervention should be an essential part of

medical education.

Yadav and Iqbal (2009) studied the impact of life skills training on self

esteem, adjustment and empathy among adolescents. Sample comprised of

60 students (30 male and 30 female) from Hans Raj Model School, Panjabi

Bagh. Pretest and posttest score were obtained by administrating Self

Esteem Inventory (School Form), Adjustment Inventory for school

students (AISS) and the Empathy Quotient (EQ). posttest scores were

obtained after 5 months. The findings revealed that the life skill training

was found effective in improving the status of the sample in self esteem,

emotional adjustment, total adjustment and empathy. No significant

difference was found on social adjustment.

Impact of life skills training was also assessed again by Nejad (2010) on

self esteem, mental health and assertiveness. Sample was selected from

Booshers High Schools in Iran. Age, gender and level of education were

demographic variables. Total 200 male students of first grade of high

schools were selected as the sample. Experimental (100) and control group

(100) were made from the selected sample. Data were collected by



Personal Data Sheet (prepared by the investigator) used to gather personal

information regarding each subject; Mental Health Questionnaire

(Goldberg, 1979); Self-esteem Questionnaire (Coopersmith, 1967) and

Assertiveness Questionnaire (Herzberger & Shan, 1984). One-way

Anova, t- test and Pearson Product Moment Correlation Analysis were the

statistical techniques. Results exhibited the significant difference between

the scores of experimental group and control group, therefore showing the

positive effect of life skills training.

An article published in a news paper The Hindu (August, 2012) on the

topic Life Skill training for teachers to help students. This article showed

the efforts of Gandhigram Trust, Madurai, India in the area of life skills.

The trust organized a seminar on life skills education to school teachers at

Gandhigram. Trust secretary K. Shivakumar addressed the seminar and

said that life skills education is very important for teachers who prepare

young minds. Trust has developed a module on life skill education for

eighth, ninth and tenth class students to enhance their skills and help them

handle things efficiently. To begin with, hands on training will be imparted

to teachers in educational institutions under its control. Later, the training

will be extended to others. In his special address, Management Consultant

and Life Skills Trainer R.V. Dakshinamurthy said that teachers were given

hands on training in conducting different sessions through focus group

discussions, presentations, role plays, games and simulations. Life skill

module will be based on the skills suggested by UNICEFF.

The reviews of the researches related to life skills show that a number of

studies have been done in the area of life skills and many areas have been



covered for studying the impact of life skills. Some researches have been

done to see the existing status of life skills, which life skills are being used

to face different conditions in the life by people. These researches help us

to recognize various useful life skills which we use consciously or

unconsciously. Impact of life skills training have also been seen on the

selected sample and found beneficial for improvement in the sample.

Sample, for doing research in the area of life skills included women,

children (preschool children also), youth/adolescents, girls (education,

marriage issues etc.), medical field (patients, doctors etc.), teachers (of

different levels), mentally retarded children etc. This shows that the life

skills are very important for everyone. Some efforts are also seen in India

to take life skills as a tool to improve the status of sample. In India,

adolescent girls are specially taken as a sample for studying the effect of

life skills education. The reviews of life skills show that by seeing the

importance of life skills many of the investigators have tried to use life

skills as a teaching method to improve the learning of students and youth

etc. Some studies have shown that life skills teaching found use full for

prevention of AIDS and tobacco use.

STUDIES RELATED TO WORK ENVIRONMENT

National Center for Education Statistics, America did a survey to know

the perceived work environment of the elementary teachers in 1998. The

survey indicated that most of the teachers accepted that they are getting

supportive work environment by school administration and school goals

and priorities are clear. Results also revealed that two third of the full time

teachers had not participated in the induction program. Two third of new



teachers (<= 3 year experience) participated in the induction program and

strongly supported such type of programs. One third teachers accepted that

they are getting parental support and it is higher in elementary than high

school level. Teachers of lowest poverty concentration perceive greater

parental support than the teachers of highest poverty concentration.

Another study conducted by Khoza (2004) to compare the teacher stress,

commitment and school climate in schools with different success rate.

Sample included two high schools which performed poor and two high

schools which performed excellent and produced hundred percent result in

matric. These four schools were selected same rural area, same education

district and circuit. Data was collected by questionnaires of job stress,

professional commitment scale and organizational climate index. Findings

revealed that sources of job stress were same, teachers’ professional

commitment and organizational climate significantly correlated and

teachers with excellent matric pass rate had higher level of commitment in

comparison to the teachers of poor matric pass rate.

A research done by Younghusband (2005) to know the High School

Teachers’ Perceptions of their working environment in Newfoundland.

Purpose of the study was the high schoolteachers work environment and

their sources of stress. Sample consisted of 16 high school teachers of 24-

55 years age range from rural and urban areas of Newfoundland. Three

theoretical constructs were studied - the struggle to balance multiple

demands (feeling burdened by work pressures and demands, barriers to

teacher effectiveness), the importance of supportive work environments

(feeling unsupported by administration, value of a collegial community,

importance of having adequate resources), and the realities of stress



(participants’ understanding of stress, self-concept, the taboo of stress,

feeling consumed by the job: interference with personal life). Results

indicated that the participants are suffering from emotional backlash of

stress; they were not talking about their work environment until they were

interviewed. Teachers were concerned for their selves and also for their

students along with their colleagues.

Okoh (2006) investigated and compared support staff perceived work

environment and psychological ambiance based on gender, age, race, years

of service, responsibility and educational background amongst universities

and research institutes in the Mid Atlantic Region. Total 400 support staffs

from four universities and research institutes (100 from each institution)

were selected as sample. Stratified Random Sampling technique was used

to select the sample. For data collection, the Work Environment Scale

(WES) Form R, third edition developed by Moos (1994) was employed.

During data analysis frequencies, percentages, descriptive statistics, means

and standard deviations were used. Result indicated that the staff having

higher level of education have negative view of their work environment

than the staff with high school diplomas.

Gunbayi (2007) studied the school climate and teachers’ perception on

climate factors. Three types of the teachers were selected: teachers

teaching social science courses, the teachers teaching natural science

courses, and the teachers teaching art, music and physical education.

Sample consisted total 204 (89 females and 115 males) teachers from 9

urban high schools Afyon and Usak cities. Team commitment,

organizational clarity and standards, intimacy and support, autonomy,



member conflict, medium climate in relation to the factors of risk and

reward were the factors of work environment. Results showed that teachers

perceived open climate of their school in relation to the above mentioned

factors. Result also revealed that this perception was higher in the teachers

of art, music and physical education than the other teachers, man than

women, single teachers than married ones, teachers with more degree of

education than the ones with a lower degree of education, older teachers

than younger ones, and the teachers with less seniority than the ones with

more seniority.

Huang and Fraser (2009) did a research on the topic Science teachers’

perceived the school environment: Gender differences. Sample consisted

of 300 female and 518 male science teachers of secondary schools of

Taiwan. Result indicated statistically significant gender differences among

teachers. Collegiality, gender equity and professional interest were found

higher in female teachers. Whereas lower work pressure and better teacher-

student relations were found in male teachers. No effect of teachers’

background and school characteristics were found on this gender

difference.

Malakolunthu; Idris; Rengasamy (2010) studied teachers’ professional

experience and performance in relation to work environment and general

welfare in Malaysian Secondary Schools. Six components of work

environment were identified : collective purpose, respect and recognition,

job design, health and learning, work load, and institutional support.

Survey, descriptive analysis and analysis of variance were used to collect



and analyze that data. Results revealed that professional experiences were

adverse for the teachers.

Faisal (2010) measured the perceived work environment among educated

female public servants. Sample included 300 women belonging to

administrative, health and education sectors. Self prepared Perceived Work

Environment Index (PWEI) was used to collect the data. Opportunities,

facilities and inter-relationships were measured by this tool. Findings

revealed that female employees were unsatisfied with their work

environment. Married women on permanent posts were more unsatisfied in

comparison to the unmarried female employees working on contract basis.

DeStefano; Clark; Gavin & Potter (2010) investigated the relationship

between Work Environment Factors and Job Satisfaction among Rural

Behavioral Health Professionals in 2010. Sample consisted of 742

paraprofessional and professional staff including 221 Therapists and Social

Workers, 121 Case Managers, 242 Behavioral Health Technicians and

paraprofessionals, 17 Psychiatrists, 37 Nurses and 104 program directors

and administrators. Hence the sample included 214 males, 510 females

(68.7%), with 18 not reporting gender (2.5%). A demographic

questionnaire for collecting background information, The Minnesota

Satisfaction Questionnaire (MSQ), The Real Form Work Environment

Scale (WES) was the tools to collect the data. Findings exhibited that 11

dimensions of job satisfaction were significantly correlated with the factors

of work environment (Support, Involvement and Innovation).



Relationship among frontline employees’ performance, their personality

traits, and their perceived the work environment was studied by Cao

(2010) in America. Research tools were 16 Personality Inventory (16PF)

and Work Environment Scale (WES). Results revealed that Vigilance

(factor L) of 16 PF and Work Pressure of WES found positively correlated

with the quality assurance performance ratings.

Sodhi (2010) observed the teacher effectiveness of secondary school

teachers of Punjab in relation to school organizational climate. Objectives

of the study were to study teacher effectiveness among secondary school

teachers of Punjab in relation to their school organizational climate,

gender, location, teaching experience and stream (science, social science

and languages). Sample consisted of all the teachers of 75 senior secondary

schools (45 rural and 30 urban). Research tools were school organizational

climate, teacher effectiveness scale, teacher attitude inventory and job

newlinesatisfaction scale. Findings exhibited that the teachers who

perceive autonomous and familiar type of school climate possess

significantly higher level of teacher effectiveness as compared to those

teachers who perceive closed type of school climate. No significant

difference found between teacher effectiveness and Gender, location,

stream and teaching experience.

Nieuwenhuijsen; Bruinvels and Frings-Dresen (2010) systematically

reviewed the studies related to work- related psychosocial risk factors to

SRD (Stress-Related Disorders). Investigators systematically reviewed

total 2426 studies published till 2008 where seven prospective studies were



also included. These studies were prospective cohort studies or patient-

control studies of workers at risk for SRDs. Only those studies were

included in which data was based on the association between exposure to

psychosocial work factors and the occurrence of SRDs. Results revealed

that poor work environment has very important role in producing SRDs.

According to the researchers poor work environment means high job

demands, low job control, low co-worker support, low supervisor support,

low procedural justice, low relational justice and a high effort-reward

imbalance.

Pyhalto; Janne; Salmela-Aro (2011) studied the effect of teachers

working environment on the burnout experienced by finish teachers. The

objective of this study was to explore the kinds of episodes that challenge

comprehensive school teachers' occupational well-being and cause burnout

and how teachers perceive the relationship between themselves and their

working environment in these episodes. Sample consisted of 68 primary

and secondary school teachers. Qualitative data was collected by the

interview of the teachers. Results revealed that there are many sources of

teacher burnout. Every school has different type of sources of teacher

burnout.

Adenike (2011) explored organizational climate as a predictor of employee

job satisfaction of academic staff from a private Nigerian University.

Sample consisted of 384 academic staff of the university. A questionnaire

was used to collect the data. 293 out of 384 questionnaires were returned

from the selected sample. Results exhibited significant positive

relationship between organizational climate and job satisfaction.

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A survey did by Johnson; Kraft and Pappy (2012) to see the effect of

teachers’ working conditions on their professional satisfaction and their

students’ achievement in Massachusetts. Researcher framed three research

questions (1) Do the conditions of work in Massachusetts public schools

affect teachers’ satisfaction with their jobs and their career plans? (2) Are

schools with better conditions of work more successful in raising student

performance than schools with less supportive working conditions? (3) If

the conditions of work are important, what elements of the work

environment matter the most? Data was collected by survey method.

Teacher satisfaction, teacher career intentions, and student achievement

growth were the three primary outcomes of this study. Results revealed

that teachers’ work environment was significantly correlated with the

teacher satisfaction and hence students academic growth. Among all the

elements of teachers work environment, clean and well-maintained

facilities or access to modern instructional technology were found more

important elements for teachers satisfaction and students academic growth.

Influence of institutional climate perception on teacher morale of teacher

educators were seen by Kumar (2013). Criterion variables of the study

were Gender, locale, nature of appointment of teacher educators and type

of managements of institutions. Sample was selected by Stratified cluster

sampling method. Sample consisted of total 244 teacher educators of four

universities of Kerela state. Data was collected by Teacher Morale Rating

Scale for Teacher Educators and Institutional Climate Inventory for

Teacher Educators. Additionally academic history of the teacher educators

was collected by Personal and Academic Profile for Teacher Educators.



Component dimensions of Institutional climate perception were academic

climate perception, social climate perception, physical climate perception

and administrative climate perception. Data analysis was done by

Pearson’s Product Moment Coefficient of correlation, Test of significance

of difference between correlations, multiple regression analysis and

Analysis of covariance (ANCOVA). Result showed positive and

significant relation between teacher Morale and Institutional Climate

Perceptions of teacher educators.

The above stated reviews indicated that many studies have been done to

get knowledge about the perceived work environment of school teachers,

university teachers, health professionals, public servants etc. Many

researches established the relationship between work environment and

stress, stress-related disorders, burnout, personality traits, teacher

effectiveness, job satisfaction, students’ achievement and teachers’ morale.

These studies found positive correlation between work environment and

above mentioned factors. It means good and positive work environment

results in good performance and negative work environment results in poor

performance of the professionals. Some studies presented the existing

status of perceived work environment of the professionals for their

respective fields. Gender differences in the perceived work environment

have also been seen. Researcher has come across one study in which the

investigator tried to review the literature related to work environment and

stress-related disorder (SRDs) and found poor work environment resulted

in incidence of SRDs. All the reviews revealed the fact that work

environment is an important factor which highly determines the level of

performance of professionals of every area.



STUDIES RELATED TO SELF EFFICACY

Witt-Rose (2003) investigated the relationships between self-efficacy,

gender, age, and academic achievement in a two-year college science

course, Anatomy and Physiology (A & P). Sample included total 216

students of the mentioned subjects. For measuring students self efficacy

levels, a confidential self-report survey was used. Data analysis was done

by using ANOVA. No significant relationship was found between the self

efficacy and gender. Similarly no significant relationship was occurred

between age and self efficacy. Significant and positive relationship was

seen between the self efficacy and the academic achievement of the

students.

Randhawa (2004) did an empirical study on self efficacy and work

performance. Sample of the research consisted of 300 scientists (150 from

National Dairy Research Institute, Karnal and 150 from Agriculture

Extension Centres in Haryana). Findings revealed that job specific self

efficacy was positively correlated with the work performance of scientists.

Scientists having higher self efficacy were performing better than the

scientists having lower self efficacy.

Yalcinalp (2005) examined the relationship between students’ self-

efficacy, performance and attitudes towards computers and Internet in a

computer literacy course. Sample consisted of 88 first year students of

computer literacy course in the Faculty of Commercial Sciences in Baskent

University. Data was collected by adopted version of MSLQ into Turkish

by Hendricks, Bulut and Cekici (2003) to measure computer self efficacy



and self prepared attitude scales for Computers (ATC) and Internet (ATI).

Significant and positive correlation was found between students’ attitude

toward computers and self efficacy. Similarly students’ performance and

their self-efficacy in computers were also found significant and positively

correlated.

Azar and Vasudeva (2006) comparatively studied the self efficacy and self

esteem of employed and unemployed married women in Iran. Main aim of

this study was to evaluate the effect of employment on women. Data was

collected from 250 married employed and 250 married unemployed

women in the age range of 24-41 years. Other selection criterion were

10+2 and above educational qualification and having at least one school

going child. Sample was selected from Stratified convenience sampling

method. Research tools were the General Self-Efficacy Scale (GSE) and

the Coopersmith Self-Esteem Inventory (CSEI). Data analysis was done by

using SPSS. Findings revealed that professionally employed women had

higher self efficacy in comparison to un-employed and non-professionally

employed women. No significant difference was found between Non-

professionally employed and unemployed women.

Topkaya (2007) studied Pre-Service English language teachers’ perceived

computer self efficacy in relation to different variables and its relationship

with their perceived general self efficacy. Data was collected from 288 pre-

service English language teachers at Canakkale Onsekiz Mart University

by survey method. Research tools were The Computer self efficacy Scale

(Askar and Umay, 2001), The General self efficacy Scale (Schwarzer and

Jerusalem, 1995), and a survey questionnaire designed to obtain personal



information and previous computer experience from the participants. Data

analysis was done by descriptive statistics. Descriptive analysis included

frequencies and percentages were calculated and t-test, one-way ANOVA,

and correlation analyses. Results revealed a moderate level of computer

self efficacy perceptions of the teachers. Moderate and positive significant

correlation was found between general sense of self efficacy and computer

self efficacy. Computer experience was the most important variable which

was affecting the computer self efficacy beliefs of pre-service English

teachers.

Skaalvik and Skaalvik (2007) studied the dimensions of teacher self

efficacy and relations with strain factors, perceived collective teacher

efficacy, and teacher burnout. Sample included 244 elementary and middle

school teachers. Data was collected by the Norwegian Teacher Self-

Efficacy Scale developed by the researcher. Instruction, Adapting

Education to Individual Students' Needs, Motivating Students, Keeping

Discipline, Cooperating With Colleagues and Parents, and Coping with

Changes and Challenges were the important sub dimension of teachers self

efficacy. Strong and positive correlation was found between teachers self

efficacy and collective teacher efficacy and teacher burnout.

Rummel (2007) studied the teacher self- efficacy beliefs and their impact

on recommendations for the student retention at grades K-2. Data

collection was done by online survey. Total 236 kindergarten, first and

second grade teachers in an urban Virginia school district were taken as

sample. Taschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of

Efficacy Scale was used to collect the data regarding teachers self efficacy.



Teachers were asked to provide the information regarding their number of

recommendation for students’ retention over a two year period as well as

the characteristics of the children actually retained (e.g. race, gender, SES

status, etc.) over that same two year period. Findings of the study exhibit

that Students Engagement Subscale of teachers’ self efficacy is positively

associated with the number of recommendations for the students’ retention.

Findings of this study showed contradiction from previously published

research in regard to characteristics of the children i.e. race, gender, SES

status and parental involvement.

Another study done by Eslami and Fatahi (2008) to relate teachers' sense

of Self-Efficacy of nonnative EFL (English as a Foreign Language)

teachers with their English proficiency, and instructional strategies in Iran.

For measuring teachers self efficacy a modified version of the Teacher

Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was

used. Two other subscales viz self-reported proficiency and pedagogical

strategies were also used in this study. The findings revealed that the

teachers' perceived efficacy was positively correlated with self-reported

English proficiency. Communicative based strategies were mostly used by

those teachers who were feeling more efficacious.

A comparison between the teachers of India and Iran was done by

Y.N.Sridhar and Badiei (2008). Objective of their study was to compare

the teacher efficacy belief of the teachers of India and Iran. Sample

consisted of 225 Indian teachers and 222 Iranian teachers. ANOVA was

used by to analyze the data. Results indicated that teachers possess high

teachers self efficacy score. No significant difference was found between



the teachers of two countries. Gender difference was seen in reference to

male teachers but not in female teachers. Iranian male teachers had high

personal self efficacy in comparison to Indian male teachers.

Jeng and Shih (2008) examined the impact of attribution on Mechanics

(Statics & Dynamics) self-efficacy and the relationships among goal

setting, self-efficacy, and Mechanics achievement in Department of

Mechanical Engineering students. It was a two year longitudinal study.

Data was collected by 345 freshmen in a Technology University. Findings

indicated that the beneficial attributers possessed higher self-efficacy than

individuals with less beneficial attribution. The students having high self

efficacy comparatively performed better in Mechanics proficiency test

every half-year and set higher goals.

Navidinia; Mousavi & Shirazizade (2009) studied the relationship

between Iranian English language teachers’ efficacy beliefs and their

students achievement. Teachers self efficacy was measured by Teacher

Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy

(2001). Sample consisted of 168 English language teachers teaching at the

urban public schools in Iran. Pearson correlation was used to analyze the

data. Results revealed the low but significant positive correlation between

teachers’ self efficacy and students’ academic achievement.

Klassen and Chiu (2010) examined the relationships among teachers'

years of experience, teachers’ gender and teaching level, three domains of

self efficacy (instructional strategies, classroom management, and student

engagement), two types of job stress (workload and classroom stress), and



job satisfaction. Participants were total 1,430 teachers. Nonlinear

relationship was shown in between the teachers’ self efficacy (all the three

factors) and teachers’ years of experience. Female teachers had greater

workload stress, greater classroom stress from student behaviors, and

lower classroom management self efficacy. Teachers of elementary grades

possessed higher level of self efficacy for classroom management and

student engagement. Overall results represented that the teachers with

greater self efficacy had greater job satisfaction.

Viel-Ruma and others (2010) studied the Efficacy Belief of Special

Educators. Researcher examined the relationship between reported levels

of teacher self efficacy, collective efficacy, and job satisfaction in special

educators. Sample consisted of the teachers of one school district. Survey

method was adopted to collect the data. Teacher self efficacy and

collective self efficacy were found positively correlated with job

satisfaction. There were no significant difference was found in reference to

subgroups of teachers categorized by teaching level (elementary, middle,

and high), teaching setting (self-contained, resource, or inclusion), and

certification type (highly qualified, not highly qualified, or emergency).

Guo; Justice and others (2011) investigated the factors related to

Preschool Teachers’ Self-Efficacy. The investigators made an effort to

examine the role of teachers and classroom characteristics on teachers’ self

efficacy. Total 48 preschool teachers in the U.S. had been taken as the

sample. Teachers’ characteristics included teaching experience,

perceptions of teacher collaboration and teacher influence whereas

classroom characteristics included children's engagement. Findings



revealed that a significant interaction effect were found between teachers'

perceptions of collaboration and children's engagement in predicting

teachers' reported self efficacy. The teachers having high level of teachers’

self efficacy were highly engaged with the children. Teachers self efficacy

was not significantly related with the teacher experience and influence in

decision-making.

Another study tried to establish relationship between democratic values of

the teachers and their self efficacy. Topkaya and Yavu (2011) investigated

democratic values of pre-service English language teachers in relation to

their teacher self efficacy perceptions in a Turkish context. They also

included the gender and grade of the teachers in their study. Sample

consisted of 294 pre-service teachers. Data was collected by a

questionnaire survey method. Result of the study indicated that pre-service

teachers possess high level of democratic values and moderately high level

of self efficacy. Democratic values were positively correlated with the

teacher self efficacy. No significant difference was found between

democratic values and gender.

Palmer (2011) made an intervention program for elementary science

teachers to improve their self efficacy. Intervention program was based on

the sources of self efficacy viz cognitive mastery, enactive mastery,

modeling, and verbal persuasion. The investigator also tried to analyse that

which source of self efficacy is more important for improving the science

teaching self efficacy. Sample consisted of twelve elementary teachers of

an In-service Program. Data were collected prior to, during, immediately

after, and 2 years after the intervention. As a result it was found that



increases in self efficacy were mainly due to cognitive mastery (i.e.,

perceived success in understanding how to teach science) and in situ

feedback (i.e., verbal persuasion given after observation of the teacher

teaching his/her own class).

Research on motivation has mainly concentrated on the role of goal

orientation and self-evaluation in conducting learning activities. Thoonen

(2011) examined the relative importance of teachers' teaching and their

efficacy beliefs to explain variation in student motivation. Sample

consisted of 3462 students and 194 teachers in primary schools.

Questionnaire was used as research tool. Well-being, academic self

efficacy, mastery goal orientation, performance avoidance, intrinsic

motivation, school investment of students and the teaching practices and

teachers' sense of self efficacy were measured. Findings exhibited that

teachers’ self efficacy was significantly correlated with the students’

motivation. Connection to the students' world and cooperative learning

methods had a positive effect on students' motivation, while process-

oriented instruction by the teacher had a negative effect on motivational

behavior and motivational factors of students.

Oren; Ormanci and Evreki (2011) studied the science and technology pre-

service teachers' self efficacy levels and their opinions about alternative

assessment and evaluation approaches. Sample of the study was 53 science

and technology pre-service teachers studying in the Faculty of Education at

Celal Bayar University. Data was collected with the help of a self efficacy

scale about alternative assessment and evaluation approaches, a

questionnaire form which was composed of open-ended questions about



alternative assessment and evaluation approaches, and a semi-structured

interview. Results indicated that pre-service teachers had high level of self

efficacy about the use of alternative assessment and evaluation approaches

and wanted to use these methods in their future careers.

Kao and others (2011) explored the relationships between teachers'

motivation toward web-based professional development, Internet self

efficacy, and beliefs about web-based learning in their study. Data was

collected by 484 elementary school teachers. Results indicated that the

teachers' Internet self efficacy and behavioral beliefs about web-based

learning were significantly related with their motivation toward web-based

professional development.

Relationship between teachers’ self efficacy and student achievement was

again established in the study conducted by Eberele (2011). Students’

achievement was measured by North Carolina Reading and Math End-of-

Grade Tests scores. Qualitative data was gathered by survey method.

Higher performing teachers were taken as sample as defined by North

Carolina Department of Public Instruction. No significant relationship was

observed between perceived teacher self-efficacy and North Carolina End-

of-Grade reading and math test scores in six of the 14 comparisons.

However gender difference was seen in the results. Female participants

tended to have higher perceived self-efficacy than that of the male

participants. Male teacher participants tended to have higher North

Carolina End-of-Grade reading test scores than those of female teacher

participants.



Another study examined the relationship between teacher self efficacy,

student self efficacy, and student ability. This study was done by Corkett;

Hatt and Banavides (2011). It is thought that Self Efficacy or the belief in

one's ability on the part of both teachers and students is directly related to

teacher and student success (Bandura 1977). This thought has been proved

correct by this study. Results indicated that there is a significant positive

correlation between the teachers’ self efficacy and their perception about

the students self efficacy. No significant relationship found between the

students literacy self efficacy and their literacy ability. Similarly teachers

perceived students literacy self efficacy was also not found significantly

correlated with the students literacy self efficacy.

Importance of teachers’ self efficacy has also seen in the study of

Khurshid; Qasmi and Ashraf (2012). They studied the relationship

between teachers’ self efficacy and their perceived job performance. Data

collection was done by using Teacher Efficacy Scale consisted of 16 items

modified by Hanif to measure teachers’ self efficacy and an indigenous

scale TJPS developed by Hanif based on 25 items was used to measure

teacher perceived job performance. Samples were 75 teachers and 225

male and female students from public sector schools of Rawalpindi and

Islamabad. Findings of the study indicated that there is a significant

positive relationship between teachers’ self efficacy and their perceived job

performance. Comparatively high teachers’ self efficacy was exhibited in

female secondary school teachers than male teachers. Teachers having

more work experience, with higher qualification have higher self efficacy.

Female students take their teachers’ performance more favorably than the



male secondary students and students from higher income families

underestimate the performance of their teachers.

Impact of teacher self efficacy on student achievement was again analyzed

by Guo; Cornor; Yang and Roehrig (2012). Sample included total 1,043

students of fifth grade. Time on academic activities, teacher sensitivity and

warmth, and classroom climate (including teacher feedback) were studied.

Students’ incoming literacy skills were taken as their achievement at the

end of grade fifth. Results showed that teachers’ self efficacy was

positively and significantly correlated with the students’ achievement and

teachers’ self efficacy had had more impact on students achievement than

teacher education and level of experience.

Kumar (2013) studied burnout of the teachers in relation to self efficacy

and emotional intelligence of secondary school teachers. Sample consisted

of 400 secondary school teachers (male and female) working in

government and private schools of urban and rural areas of Haryana state

of India. A scale for assessing burnout developed by Chistina Maslach

Susan. E. Jackson Richar. L.Schwab; a brief questionnaire for measuring

self efficacy in teachers developed by Bandura and Emotional Intelligence

Scale (EIS) by Anukool Hyde Sanjyot pethe and Upinder Dhar were the

research tools for data collection. Findings of the study revealed that

teachers’ self efficacy and their emotional intelligence are positively and

significantly correlated with their burnout in job areas. Additionally,

teachers with high self efficacy sacrifice more leisure time for their

students in comparison to the teacher with low self efficacy.



All the above reviews are related to the various efforts done in the area of

self efficacy and shown the effect of self efficacy on various dimensions of

the selected samples. Students, teachers of different levels like elementary,

middle, pre service teachers, teachers of different subjects (Science,

English and technology etc.) and special educators were taken as sample

for studying self efficacy in the field of education. Two studies show that

sample of non educational fields have also been taken for studying the

relationship between self efficacy and other variables. Different

dimensions of the teachers which were studied in the above researches

include emotional intelligence, job performance, strain factors, burnout,

English proficiency, instructional strategies, job satisfaction, democratic

values; web based professional development, gender and age etc. All the

studies related to the above stated dimensions found positive relationship

between teachers self efficacy and these dimensions. Dimensions related to

the students include students’ self efficacy, attitude, students’ retention in

the school, academic achievement of the students, goal setting behavior,

students’ motivation and revealed that the students’ performance is

positively related with teacher self efficacy and student self efficacy Some

studies compared general self efficacy with computer self efficacy and

collective self efficacy. One study compared the teachers self efficacy of

the teachers of India and Iran and found Iranian male teachers had high

efficacy than Indian male Teachers. Some studies were also found which

investigated the sources of self efficacy of teachers. All the studies clear

the fact that self efficacy in one of the most important factor which highly

draw effect on the person’s performance in their respective field and life.



RELATIONAL STUDIES

Reames and Spencer (1998) examined Georgia middle school teachers'

perceptions of their work environment, their perceived efficacy, and

organizational commitment. Sample included 400 full-time, certified

teachers from 40 rural and metropolitan middle schools. Information

regarding demographics, organizational commitment, perceived efficacy,

and the school work culture of the teachers were collected by mailed

survey. Total 275 teachers responded to the mail. School culture was

measured through the dimensions of planning, staff development, program

development, and assessment of productivity. Important process

(collaboration; participatory decision making; and supportive

administrative leadership) and structure (encouragement of innovation and

risk taking; school goals and planning; and staff development to further

goals) variables were also identified in school culture. Result revealed that

organizational structure and process variables are positively related to

personal efficacy and organizational commitment of the teachers.

The relationship between creative work environment, creative self-

efficacy, and job satisfaction among two medical professions were

analyzed by Bo (2000). Sample included 61 allied health staff in two

medical professions from the same hospital, namely physiotherapist (n=26)

and radiographers (n=35). Questionnaires were used to assess creative

work environment, creative self-efficacy, job satisfaction and demographic

information. The results revealed that physiotherapist perceived their work

more creative, had higher level of creative self-efficacy, and had higher job

satisfaction than radiographers. Positive correlation was found between



participants’ job satisfaction and creative self-efficacy. The interactive

effect of perceived creative work environment and creative self-efficacy on

job satisfaction was not found to be significant. Professional service

duration was also not found to be significantly correlated with the

participants’ creative self efficacy level. Altogether the creative work

environmental subscale “pressure” and “encouragement for creativity”

found to be the most prominent factors in making difference between the

perceived creative work environment between the two medical professions.

Shechtman; Levy; Egozi and Leichtentritt (2001) evaluated the impact of

length of training in the life skills training (LST) program on teachers’

perceived work climate and sense of self efficacy in Israel. Additionally

process components affecting those outcomes were also identified. Four

major areas of life skills included in the study: Identify development or

purpose in life, Problem solving or decision making, Interpersonal

relationships and Physical health maintenance. Sample consisted of 342

Israeli elementary teachers. Three groups of the participants were made:

teachers who did not receive training, teachers in their first year of training,

and teachers in their second year of training. Results indicated that teachers

with about 2 years of training had comparatively significant higher scores

on measures of self efficacy and work environment than teacher with less

training. Few of the process variables, such as administrative support, use

of books, and contribution to teaching were identified.

Duffy and Lent (2009) tested social cognitive model in teachers. An

integrative model of work satisfaction based on social cognitive theory,

developed by Lent and Brown (2006), was used. This model suggested five



classes of variables which predict the work satisfaction. These variables

are work conditions, goal progress, self efficacy, goal and efficacy relevant

supports, and personality traits (e.g., positive affect). Model was tested on

366 teachers. Findings revealed that out of five predictors three i.e. work

conditions, self efficacy, and positive affect had more predictive nature of

the work satisfaction. Teachers who are most satisfied with their jobs take

their work environment as supportive, are confident in their abilities to

complete work -related tasks and goals, and report high levels of trait

positive affect.

Hommes and Molen (2012) studied the effect of a Self–instruction

Communication Skills Training for psychology students at Open

University of Netherlands in comparison to a fully supervised training on

skills, self efficacy, Motivation and transfer. Self instruction training

program included unsupervised training sessions in which students practice

communication skills were standard training procedures normally include

supervision and feedback from a professional trainer during these sessions.

The professional trainer supervised students in only three out of the eight

sessions. In each of the remaining five sessions two students were assigned

the role of trainer. The main research questions in this study were (1) What

is the effectiveness of the SIP and of a fully supervised training program

(FSP) in professional communication skills and (2) Are the effects of the

two programs comparable? Effects were investigated on- mastery of the

communication skills (both knowledge and skill), self-efficacy, motivation

and transfer. The effects of the self-instruction program (SIP) and of a fully

supervised program (FSP) were seen using a pre-test post-test, follow-up

design with two experimental groups and a control group. Participants



were 285 bachelor psychology students of the Open University of the

Netherlands; 255 of them took part in the communicational skills training

and 30 were in a control group that did not receive the training. A total of

71 of them were men, and 214 women. Since the population of students at

the Open University is quite diverse, the ages differed from 19 to 71 years

old (M= 38.6, SD= 7.8). Results indicated that both the programs had a

positive effect on all the variables i.e. knowledge and mastery of

communication skill, self efficacy, motivation and transfer. Improvement

in both the training programs was found higher than in the control group.

Researcher has come across only five studies in this section. Three out of

five studies have shown the positive relationship between work

environment and self efficacy. One out of five studies shows the positive

effect of training of life skill on self efficacy. Researcher was able to

review only one study in which investigators tried to investigate the effect

of life skills training on work environment and self efficacy of teachers. In

this study Investigators developed a life skills training module on four life

skills and positive effect of life skills training was found on self efficacy

and work environment of the teachers.

CRITICAL OVERVIEW

As there were three variables in the present study thus the researcher has

reviewed various studies in four areas i.e. studies related to life skills; work

environment; self efficacy and relational studies (i.e. studies having

relationship among life skills, work environment and self efficacy).

Reviews related to life skills revealed the importance of life skills in the



life people. Life skills education found beneficial for students, teachers,

sample of non education fields like patients, doctors, women and girls etc.

Thus investigators tried to improve the performance of the sample by

means of life skills education either in the form of training or as teaching

method. Studies of Janet Powney and others (2000), Kristine M. Niendorf

(2007), Nicholas L. Holt and others (2008) recognized various life skills

like communication, interpersonal skills, creative, aesthetic skill, physical

and coordination skill, problem solving, critical thinking, team work/

leadership, initiative, respect etc. It shows that life skills are important part

of our life and more or less we use it in different circumstances of our life.

Positive impact of life skills training was found onvariety of variables in

the studies of Kathie Brown (1989), Jacquelyn Scruggs (1997), Teresa

Garland (1999), Manisha Khale and others (1999), Edna Rooth (2000),

T.W. Zollinger and others (2003), life skills project by UNICEFF, M.

Katherine Quigley (2007), Salee (2007), Nicholas L. Holt and others

(2008), Marious Goudas and Georgious Giannoudis (2008), Ana E. Campo

(2008), Pooja Yadav and Naved Iqbal (2009) and Yousef Nejad (2010). In

India life skills projects by UNICEFF in M.P., Gujarat (2005 and 2006),

study of Manisha Khale and others (1999), Pooja Yadav and Naved Iqbal

(2009) and Gandhigram Trust, Madurai show the efforts for life skills

education in India and these efforts found positive results.

Reviews related to work environment reveals the fact that there is a strong

relationship between teachers’ perceived work environment and various

aspect of teachers like stress, stress-related disorders, burnout, personality

traits, teacher effectiveness, job satisfaction, students’ achievement and

teachers’ morale. Harriet Rivalani Khoza (2004), Richard Goddard and



others (2006), Suseela Malakolunthu and others (2010), Thomas J.

DeStefano and others (2010), Yichun Cao (2010), Kirsi Pyhalto and others

(2011), Anthonia Adenike (2011), Susan Moore Johnson and others (2012)

and Amruth G Kumar (2013) found positive correlation between teachers’

perceived work environment and above stated variables. Survey done by

National Center for Education Statistics (1998), research of Lynda J.

Younghusband (2005), Bilky A Okoh (2006), Ilhan Gunbayi (2007),

Farida Faisal (2010) and Binakshi Sodhi (2010) measured the existing

level of perceived work environment on selected sample. Bilky A Okoh

(2006) studied the effect of education level on the perceived work

environment and found that the staff members of higher level of education

have a negative view of their work environment in comparison to lower

level of education. Ilhan Gunbayi (2007) and Binakshi Sodhi (2010) found

open climate better than closed climate in their studies. Shwu-yong L.

Huang and Barry J. Fraser (2009) studied the gender differences in the

perceived school environment and found statistically significant difference

in most of the aspect of the school environment. K. Nieuwenhuijsen and

others (2010) reviewed the literature related to work environment and

stress-related disorder (SRDs) and found poor work environment resulted

in incidence of SRDs. Sample of non teaching profession have also been

taken for the research. Farida Faisal (2010) measured the perceived work

environment among educated female public servant of Pakistan. She found

that unmarried females working on contractual basis were more satisfied

with the working conditions than married women on permanent posts.

Thomas J. DeStefano and others (2010) studied the relationship work

environment factors and job satisfaction of health professionals and found

positive relation between the factors of work environment and 11



dimension of job satisfaction. These reviews show that work environment

is equally important for the professionals of different areas.

Like work environment and life skills, self efficacy was also found very

important from reviews related to self efficacy. Self efficacy determines

the level of efforts done by the person in their area of work. Concept of self

efficacy was first brought by Bandura and now it has been applied for the

people of different areas like teachers (of different levels and subject

streams), students, women etc. Investigators have investigated self efficacy

in the form of general self efficacy, collective self efficacy, internet self

efficacy etc. Irandokht Asadi Sadeghi Azar ; Promila Vasudeva (2006) and

Gurpreet Randhava (2004) studied the self efficacy of the person of non

education fields (women and scientists respectively). Professionally

employed women found to be significantly higher on self efficacy and self

esteem than un-employed and non-professionally employed women in the

study of Irandokht Asadi Sadeghi Azar ; Promila Vasudeva (2006).

Gurpreet Randhava (2004) found significant positive correlation between

job specific self-efficacy and work performance of scientists. Effect of self

efficacy was seen on a variety of variables related to the teachers and

found positive correlation between and these variables. Emotional

intelligence, job performance, strain factors, burnout, English proficiency,

instructional strategies, goal setting behavior, job satisfaction, democratic

values, web based professional development, gender and age are the

variables which wer taken for the studies. Studies of E. M. Skaalvik and S.

Skaalvik 2007; Zohreh R. Eslami and Azizullah Fatahi 2008; Robert M.

Klassen, and Ming Ming Chiu 2010; Ece Zehir Topkaya and Aysun Yavu

2011; Fatma Sasmaz Oren, Ummuhan Ormanci and Ertug Evreki 2011;



Chia-Pin Kao and others 2011; of Fauzia Khurshid; Farah Naz Qasmi and

Nadia Ashraf 2012; Rajesh Kumar 2013 are the studies which come to this

direction. Robert M. Klassen, and Ming Ming Chiu (2010) found in their

study that female teachers had greater work load stress, greater classroom

work load stress from students behavior and lower classroom management

stress. Students self efficacy, attitude, students retention in the school,

academic achievement of the students, students motivation are some

variables related to the students’ which were taken for the studying. and

studies in this field revealed that the students’ performance is positively

related with teacher self efficacy and student self efficacy itself. Diane L.

Witt-Rose 2003; Nicole Pearce Rummel 2007; Yoau-Chau Jeng and Hsin-

hua Shih 2008; Hossein Navidinia , Iman Mousavi , Mohsen Shirazizade

2009; Eric E. J. Thoonen 2011; Wayne M. II Eberele 2011; Julie Corkett;

Blaine Hatt and Tina Banavides 2011; Ying Guo, Carol McDonald Cornor,

Yanyun Yang, and Alysia Roehrig 2012 have done researches in this area.

Ece Zehir Topkaya 2007; Kim Viel- Ruma and others 2010 compared

general self efficacy with computer self efficacy, collective self efficacy.

Y.N.Sridhar and Hamid Reza Badiei (2008) compared the teachers self

efficacy of the primary teachers of India and Iran and found no statistically

significant difference between these two countries but Iranian male

teachers found having high efficacy than Indian male Teachers. Ying Guo

and others (2011), David Palmer 2011 investigated the factors related to

preschool teachers and sources of teachers self efficacy respectively.



SUM UP

Review of related literature provides us a clear picture about different

researches in the area of life skills, self efficacy and work environment. It

is clear from all the reviews that all the three variables are very important

for persons of every area and we cannot associate any one of these from

teaching profession only. But as the researcher is doing her research in the

field of teaching profession so that it will be the center of our discussion.

We have seen that all the three variables are important and can determine

the level of performance of the teachers. Teachers can perform better if

they are given life skills training. Total five studies were found where at

least two variables were studied. Researcher has come across only one out

of five studies (Zipora Schetman and others 2001) in which the all the

three variables were studied by the investigators. Trend of the studies show

that less work has been done at primary level, especially in India, and there

is a need to investigate more in this area. As the profession of primary

teacher is not an easy task, it is full of responsibilities and difficulties that

is why researcher has tried to develop a life skills training module for

Indian primary teachers to improve the status of their perceived work

environment and self efficacy.

review of related literature - shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/71513/4/3...

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