The Relationship Between Teacher Efficacy and Hardiness in Inclusive School Teachers at the Foundation of Inspiring Learners in Bukittinggi City
Article Sidebar
-
Efficacy, Hardiness, Teachers
Abstract
Teachers in inclusive schools have diverse and complex responsibilities, necessitating a high level of hardiness to cope with pressure and stress. Teacher efficacy is a crucial factor that helps them face these challenges. This study aims to determine the relationship between teacher efficacy and hardiness among teachers in inclusive schools at the Yayasan Inspirasi Pembelajar in Bukittinggi. This research employs a quantitative method with a correlational approach. The analysis technique used is Pearson Product Moment. The sample consists of all teachers in inclusive schools at the Yayasan Inspirasi Pembelajar in Bukittinggi, totaling 54 individuals, obtained through total population sampling. Data collection was conducted using the Teacher Sense of Efficacy Scale and the Dispositional Resilience Scale: A Short Hardiness Scale. The results indicate a significant relationship between teacher efficacy and hardiness among inclusive school teachers. The correlation analysis shows a correlation coefficient (r) of 0.322 with a significance value (p) of 0.018 (p < 0.05). This means that the higher the level of teacher efficacy, the higher the level of hardiness they possess. These findings suggest that enhancing teacher efficacy can contribute to increasing teacher hardiness, helping them manage stress in inclusive school teaching. Therefore, it is crucial for educational institutions to provide training and support to improve teacher efficacy and thus strengthen teacher resilience.
Full text article
References
Affuso, G., Zannone, A., Esposito, C., De Angelis, G., Dragone, M., Pannone, M., … Bacchini, D. (2025). The reciprocal effects of learning motivation, perceived academic self-efficacy and academic performance in adolescence: A four-wave longitudinal study. European Journal of Psychology of Education, 40(1). Scopus. https://doi.org/10.1007/s10212-024-00900-y
An, S., Zhang, S., Guo, T., Lu, S., Zhang, W., & Cai, Z. (2025). Impacts of generative AI on student teachers’ task performance and collaborative knowledge construction process in mind mapping-based collaborative environment. Computers and Education, 227. Scopus. https://doi.org/10.1016/j.compedu.2024.105227
Benner, A. D., Harrington, M. K., Kealy, C., & Nwafor, C. E. (2025). The COVID-19 pandemic and adolescents’ and young adults’ experiences at school: A systematic narrative review. Journal of Research on Adolescence, 35(1). Scopus. https://doi.org/10.1111/jora.12935
Bergdahl, N., & Sjöberg, J. (2025). Attitudes, perceptions and AI self-efficacy in K-12 education. Computers and Education: Artificial Intelligence, 8. Scopus. https://doi.org/10.1016/j.caeai.2024.100358
Bernsteiner, A., Haagen-Schützenhöfer, C., & Schubatzky, T. (2025). Teacher Education in the Age of Digitality: Conclusions From a Design-Based Research Project. European Journal of Education, 60(1). Scopus. https://doi.org/10.1111/ejed.12904
Christensen, A. A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes. A cross-national analysis. Teaching and Teacher Education, 156. Scopus. https://doi.org/10.1016/j.tate.2024.104920
Eberhart, J., Schäfer, F., & Bryce, D. (2025). Are metacognition interventions in young children effective? Evidence from a series of meta-analyses. Metacognition and Learning, 20(1). Scopus. https://doi.org/10.1007/s11409-024-09405-x
Emon, S. H., Tseng, T.-L. B., Pokojovy, M., Moen, S., McCaffrey, P., Walser, E., … Rahman, M. F. (2025). Uncertainty-Guided Semi-Supervised (UGSS) mean teacher framework for brain hemorrhage segmentation and volume quantification. Biomedical Signal Processing and Control, 102. Scopus. https://doi.org/10.1016/j.bspc.2024.107386
Fukaya, T., Nakamura, D., Kitayama, Y., & Nakagoshi, T. (2025). A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables. Teaching and Teacher Education, 155. Scopus. https://doi.org/10.1016/j.tate.2024.104881
Guan, L., Zhang, Y., & Gu, M. M. (2025). Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Computers and Education: Artificial Intelligence, 8. Scopus. https://doi.org/10.1016/j.caeai.2024.100341
Hernández, A. M., & Daoud, A. (2025). Relating preservice teacher’s bilingual teaching self-efficacy to lesson differentiation practices for multilingual learners. TESOL Journal, 16(1). Scopus. https://doi.org/10.1002/tesj.902
Johnson, C. D., Davison, L., Graham, E. C., & Sweeney, E. M. (2025). Ultrasound technology as a tool to teach basic concepts of physiology and anatomy in undergraduate and graduate courses: A systematic review. Advances in Physiology Education, 49(1), 11–26. Scopus. https://doi.org/10.1152/advan.00199.2023
Kim, J., & Cho, H. (2025). Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students. Teaching and Teacher Education, 156. Scopus. https://doi.org/10.1016/j.tate.2025.104935
Kong, X., Liang, H., Wu, C., Li, Z., & Xie, Y. (2025). The association between perceived teacher emotional support and online learning engagement in high school students: The chain mediating effect of social presence and online learning self-efficacy. European Journal of Psychology of Education, 40(1). Scopus. https://doi.org/10.1007/s10212-024-00932-4
Li, L., Kanchanapoom, K., Deeprasert, J., Duan, N., & Qi, Z. (2025). Unveiling the factors shaping teacher job performance: Exploring the interplay of personality traits, perceived organizational support, self-efficacy, and job satisfaction. BMC Psychology, 13(1). Scopus. https://doi.org/10.1186/s40359-024-02324-1
Mansouri, K., & Graham, S. (2025). Self-regulation in L2 listening: The role of teacher and learner self-efficacy and the mediating influence of metacognition. System, 129. Scopus. https://doi.org/10.1016/j.system.2025.103598
McIntyre, M. (2025). Equitable writing classrooms and programs in the shadow of AI. Computers and Composition, 75. Scopus. https://doi.org/10.1016/j.compcom.2024.102908
Mosley, K. C., McCarthy, C. J., Lambert, R. G., & Caldwell, A. B. (2025). Understanding teacher professional intentions: The role of teacher psychological resources, appraisals, and job satisfaction. Social Psychology of Education, 28(1). Scopus. https://doi.org/10.1007/s11218-024-09981-5
Park, S., Mao, X., & Choi, S. (2025). Understanding the relationship between teacher collaboration and instructional clarity via teacher self-efficacy: A moderated mediation model of organizational commitment. Teaching and Teacher Education, 156. Scopus. https://doi.org/10.1016/j.tate.2024.104922
Pasquarella, A., Caplan, N., Moradi, B., Janick, J., & Francois, A. (2025). Understanding the Baseline: Mainstream Educators’ Preparation to Teach Multilingual Learners. TESOL Journal, 16(1). Scopus. https://doi.org/10.1002/tesj.915
Piki? Jugovi?, I., Maruši?, I., & Mati? Boji?, J. (2025). Early career teachers’ social and emotional competencies, self-efficacy and burnout: A mediation model. BMC Psychology, 13(1). Scopus. https://doi.org/10.1186/s40359-024-02323-2
Przibilla, B., Enderle, C., Casale, G., Scheer, D., Platte, A., Melzer, C., & Leidig, T. (2025). Psychometric Properties of the German Student-Specific Teacher Self-Efficacy Scale (SS-TSES-G). European Journal of Education, 60(1). Scopus. https://doi.org/10.1111/ejed.12879
Rashid, K. I., Yang, C., & Huang, C. (2025). Dynamic context-aware high-resolution network for semi-supervised semantic segmentation. Engineering Applications of Artificial Intelligence, 143. Scopus. https://doi.org/10.1016/j.engappai.2025.110068
Rogers, L., & MacCormac, A. (2025). Finding a balance: Using a pre-post test to evaluate the effectiveness of scenario based learning using a blended approach among undergraduate nursing students. Nurse Education Today, 147. Scopus. https://doi.org/10.1016/j.nedt.2025.106573
Sipayung, R. W., Saragih, E., Siregar, R., & Mahriyuni, M. (2025). Contextualizing Teachers and Learners’ Perception of Translanguaging Practices in ESP Classroom. World Journal of English Language, 15(2), 22–30. Scopus. https://doi.org/10.5430/wjel.v15n2p22
Tao, H., Aldlemy, M. S., Ahmadianfar, I., Goliatt, L., Marhoon, H. A., Homod, R. Z., … Yaseen, Z. M. (2025). Optimizing engineering design problems using adaptive differential learning teaching-learning-based optimization: Novel approach. Expert Systems with Applications, 270. Scopus. https://doi.org/10.1016/j.eswa.2025.126425
Tegler, H., Bowden, H. M., Skovholt, K., & Sikveland, R. O. (2025). The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers’ and classroom assistants’ self-efficacy and interactional awareness: Identifying and responding to aided-speaking students’ questions in whole class interaction. Teaching and Teacher Education, 156. Scopus. https://doi.org/10.1016/j.tate.2025.104944
Teng, M. F. (2025). Metacognitive Awareness and EFL Learners’ Perceptions and Experiences in Utilising ChatGPT for Writing Feedback. European Journal of Education, 60(1). Scopus. https://doi.org/10.1111/ejed.12811
Tesfaye, W., Dejene, W., & Assefa, A. (2025). Exploring cultural intelligence and academic self-efficacy among teacher trainees in a context of intra-cultural diversity. Acta Psychologica, 253. Scopus. https://doi.org/10.1016/j.actpsy.2025.104718
Vandelannote, I., & Demanet, J. (2025). People get ready: High school students’ college readiness and higher education success. Social Psychology of Education, 28(1). Scopus. https://doi.org/10.1007/s11218-024-09974-4
Virgana, V., & Fitriani, A. (2025). Transformative leadership: Cultivating teacher excellence through satisfaction, environment, and self-efficacy. Journal of Education and Learning, 19(2), 1065–1073. Scopus. https://doi.org/10.11591/edulearn.v19i2.21837
Xu, J., Yang, P., Xiao, T., Lv, P., Yu, M., & Yu, G. (2025). SC-PA: A spot-checking model based on Stackelberg game theory for improving peer assessment. Computers in Human Behavior Reports, 17. Scopus. https://doi.org/10.1016/j.chbr.2024.100556
Zheng, L., Jiang, F., Gu, X., Li, Y., Wang, G., & Zhang, H. (2025). Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief. Internet and Higher Education, 65. Scopus. https://doi.org/10.1016/j.iheduc.2024.100990
Authors
Copyright (c) 2024 Roza Andria Lova, Zulfani Sesmiarni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
