Abstract—The objectives of this study was to investigated
in-depth understanding of teachers’ efficacy by identifying the
structural relationship of factors that influence teachers’
efficacy in terms of principal’s leadership, organizational
commitment, social support, and psychological capital. A
quantitative research design was conducted within purposive
sampling method were used for data gathered from 204 high
school teachers in Taiwan. The validated paper-pencil based
questionnaires were employed in the study and analyzed
undertaking descriptive analysis, confirmatory factor analysis
(CFA), and structural equation modeling (SEM). Findings
revealed that both principals’ leadership and social support
played a crucial role as a mediating factor that highly
contributed to organizational commitment in enhancing
teachers’ efficacy. Finally, some suggestions were proposed for
future research bridging theoretical and practical
understandings of the formation and improvement of teachers’
efficacy.
Index Terms—Organizational commitment, principals’
leadership, psychological capital, social support, teachers’
efficacy.
The authors are with the National Yunlin University of Science and
Technology, the Department of Graduate School of Vocational and
Technology Education, 123 University Rd. Section 3, Douliou, Yunlin
64002, Taiwan (e-mail: marsono.ft@um.ac.id).
Cite: Mingchang Wu and Marsono, "An Investigating the Crucial Factors of Teachers‟ Efficacy from the Taiwanese School Member‟s Perspective," International Journal of Information and Education Technology vol. 7, no. 2, pp. 140-147, 2017.