The Relationship Between Self-Efficacy, Psychological Well-Being, And Work Motivation Among Guidance and Counselling Teachers

The professional effectiveness of school guidance and counseling teachers is closely associated with their psychological resources and motivation to perform their professional responsibilities. This study examined the levels of self-efficacy, psychological well-being, and work motivation among Guidance and Counseling Teachers in Batu Pahat, Johor, Malaysia, and investigated the relationships between self-efficacy and work motivation and between psychological well-being and work motivation. A quantitative cross-sectional survey design was employed involving 100 Guidance and Counseling Teachers from primary and secondary schools, recruited using total population sampling. Data were collected using the Counselor Activity Self-Efficacy Scales (CASES; α = .91), Ryff’s Psychological Well-Being Scale (PWBS; α = .88), and the Short Work Extrinsic and Intrinsic Motivation Scale (SWEIMS; α = .89). Descriptive and inferential statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS). The findings indicated high overall levels of self-efficacy (Mdn = 6.3), psychological well-being (Mdn = 6.0), and work motivation (Mdn = 6.0). Correlation analysis revealed no statistically significant relationship between self-efficacy and work motivation (r = −.051), whereas psychological well-being demonstrated a positive and statistically significant relationship with work motivation (r = .197). These findings highlight psychological well-being as a relevant factor associated with the work motivation of school guidance and counseling teachers, while suggesting that high perceived professional self-efficacy does not necessarily correspond to stronger work motivation. The study underscores the importance of strengthening psychological well-being through targeted professional development, organizational support, and psychological support initiatives. The findings provide practical implications for the Ministry of Education Malaysia, school administrators, and other relevant stakeholders in developing evidence-informed strategies to sustain counselor motivation and enhance the quality and effectiveness of school guidance and counseling services.

Self-efficacy, Psychological well-being, Work motivation, Guidance and counseling teachers school counseling

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