Secondary Teachers’ Perceptions towards their Sense of Self-Efficacy Beliefs in Times of Economic Crisis in Lebanon

Faten Jibai, Nemer Freiha

Abstract


Lebanon's ongoing economic crises have significantly impacted different aspects of teachers' self-efficacy. With currency depreciation, salary cuts, and rising financial stress, many teachers have faced stressful situations that have affected their mental health, and well-being leading to a decline in their effectiveness in classrooms. This study, grounded in social cognitive theory (Bandura, 1986) and’s theory of self-efficacy (Tschannen-Moran et al., 1998), explored how secondary teachers in private schools in Beirut perceive their self-efficacy amidst these economic challenges. A mixed-methods approach was used, combining validated surveys and classroom observations, to analyze the diverse effects of the crises on different aspects of teacher self-efficacy. Quantitative data were gathered through a Financial Threat Scale adapted from Marjanovic et al. (2013), along with the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Hoy (2001), and the General Self-Efficacy Scale by Jerusalem and Schwarzer (1995). These were analyzed using SPSS to identify the relationships between financial stress and instructional strategies. Qualitative data from classroom observations provided further insights into how financial stress influenced teachers' self-efficacy and its relationship to teaching strategies. The study revealed that financial stress affected confidence, relationships, adaptability, and stress management, emphasizing the critical role of self-efficacy and the need for targeted support.

Keywords


Economic Crisis, Teacher Self-Efficacy, Instructional Practices, Educational Resilience, Financial Threat

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.3p.103

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