Teacher Self-Efficacy and Information Literacy as Predictors of Work Effectiveness among Elementary School Teachers

Ipong Dekawati; Rizki Satria Nugraha; Yesi Yolanda Lestari

doi:10.29240/jsmp.v10i2.17499

Authors

Ipong Dekawati Universitas Wiralodra Indramayu, Indonesia https://orcid.org/0000-0001-6254-4044
Rizki Satria Nugraha Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0009-0004-9276-2367
Yesi Yolanda Lestari Universitas Wiralodra Indramayu, Indonesia

DOI:

https://doi.org/10.29240/jsmp.v10i2.17499

Keywords:

Elementary School Teachers, Information Literacy, Teacher Professionalism, Teacher Self-Efficacy, Work Effectiveness

Abstract

This study aims to examine teacher self-efficacy and information literacy as predictors of work effectiveness among elementary school teachers. The study was motivated by the increasing demand for teachers to demonstrate professional confidence, instructional adaptability, and the ability to access, evaluate, and use information effectively in school practices. A quantitative approach with descriptive and verificative methods was employed. The participants were 60 public elementary school teachers in the Martadinata Cluster, Kuningan District, Indonesia. Data were collected using a structured Likert-scale questionnaire measuring teacher self-efficacy, information literacy, and teacher work effectiveness. The data were analyzed using descriptive statistics, assumption testing, correlation analysis, simple regression, and multiple regression. The results showed that all variables were in the high category. Teacher self-efficacy had a positive and significant effect on teacher work effectiveness, explaining 64.5% of the variance. Information literacy also had a positive and significant effect when tested separately, explaining 34.2% of the variance. Simultaneously, teacher self-efficacy and information literacy explained 65.7% of teacher work effectiveness, with self-efficacy emerging as the dominant predictor. The study concludes that teacher work effectiveness is strongly supported by professional confidence and strengthened by information-based competence. Schools are recommended to improve teacher development programs by integrating classroom management training, content mastery, digital literacy, information evaluation skills, and reflective professional practice.

Downloads

Download data is not yet available.

References

Agrati, L. S., & Vinci, V. (2022). Evaluative knowledge and skills of student teachers within the adapted degree courses. Frontiers in Education, 7, Article 817963. https://doi.org/10.3389/feduc.2022.817963

Angrist, N., Aurino, E., Patrinos, H. A., Psacharopoulos, G., Vegas, E., Nordjo, R., & Wong, B. (2023). Improving learning in low- and lower-middle-income countries. Journal of Benefit-Cost Analysis, 14(S1), 55–80. https://doi.org/10.1017/bca.2023.26

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: The moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. Frontiers in Education, 9, Article 1378615. https://doi.org/10.3389/feduc.2024.1378615

Baxter, J., & Ehren, M. (2023). Factors contributing to and detracting from relational trust in leadership: The case of primary schools in South Africa. Frontiers in Education, 8, Article 1004575. https://doi.org/10.3389/feduc.2023.1004575

Bhadana, J., Saxena, N., & Bhatia, A. (2022). Uttar Pradesh academics’ occupational stress, organisational work environment and work-life balance: A quantitative study. SA Journal of Human Resource Management, 20, Article a1639. https://doi.org/10.4102/sajhrm.v20i0.1639

Chou, C.-M., Shen, T.-C., Shen, T.-C., & Shen, C.-H. (2024). Developing and validating an AI-supported teaching applications’ self-efficacy scale. Research and Practice in Technology Enhanced Learning, 19, Article 35. https://doi.org/10.58459/rptel.2024.19035

Dubey, P., Joshi, A., & Mishra, R. C. (2025). Attaining sustainability via Shrimad Bhagavad Gita: An empirical study of identified variables, self-efficacy, goal performance and leadership effectiveness. Journal of Human Values, 31(1), 30–44. https://doi.org/10.1177/09716858241263127

Fuentes-Vilugrón, G., Sandoval-Obando, E., Caamaño-Navarrete, F., Arriagada-Hernández, C., Etchegaray-Pezo, P., Muñoz-Troncoso, F., Cuadrado-Gordillo, I., del Val Martín, P., & Riquelme-Mella, E. (2024). Difficulties among teachers’ emotional regulation: Analysis for the development of student well-being in Chilean schools. Behavioral Sciences, 14(9), Article 749. https://doi.org/10.3390/bs14090749

Galustyan, O. V., Vlasyuk, I. V., Zhirkova, G. P., Gamisonija, S. S., Zhang, J., & Liu, S. (2025). Formation of media competence based on organization of project activities of future teachers within blended learning. Journal of Education and Learning (EduLearn), 19(2), 757–763. https://doi.org/10.11591/edulearn.v19i2.21860

Giannakoulas, A., & Xinogalos, S. (2024). Studying the effects of educational games on cultivating computational thinking skills to primary school students: A systematic literature review. Journal of Computers in Education, 11(4), 1283–1325. https://doi.org/10.1007/s40692-023-00300-z

Giliberti, M. (2021). Stories and theatre for teaching physics at primary school. Education Sciences, 11(11), Article 696. https://doi.org/10.3390/educsci11110696