The Role of Self-efficacy and Happiness in Predicting Self-criticism/reassurance among Teachers

Abstract Purpose: The present study investigated the role of self-efficacy and happiness in predicting self-criticism/reassurance among teachers. Method: The present research design was a descriptive and correlational study type. The participants were 444 teachers selected through a multistage-cluster random sampling among the teachers in high school second period in the city of Bojnord of the 2015-16 years. The three scales administrated in this study were: self-reassurance/self-criticism Inventory, self-efficacy Scale and happiness Inventory. For data analysis, Pearson correlation and stepwise multiple regression were used method by SPSSV19 software. Findings: The results showed that happiness (r= -0.367; r=0.359) and self-efficacy (r= -0.396; r=0.269), had a significant relationship with self-criticism/reassurance (p<0.01). Also, the results of regression analysis showed that happiness and self-efficacy predict self-criticism/reassurance and explain some of its variance. Conclusion: Finally, the results of this study showed that the two variables of self-efficacy and happiness have a role in explaining self-criticism/reassurance variance and can be used to predict these variables in school teachers.