Teachers’ work ability: a study of relationships between collective efficacy and self-efficacy beliefs

Abstract

INTRODUCTION: Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. PURPOSE: The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. MATERIALS AND METHODS: Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. RESULTS: Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. CONCLUSION: Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.