Effect of Teachers Job Satisfaction and Self-Efficacy Performance in Engineering Colleges – A Study with Reference to Engineering Colleges in Ernakulam City

Abstract

Engineering education heavily relies on self-efficacy, or the sense and confidence in one's own ability to do a task successfully. It supports educators in developing and strengthening their teaching abilities. Multidimensional and integrated self-efficacy has been added by recent research as the primary component of learning, both theoretically and practically. In professional settings, engineering staff members appear to encounter difficulties in applying their knowledge in a meaningful way, even with extensive training and exposure to core competencies, communication techniques, multidisciplinary teamwork, and other related areas. The purpose of the paper is to examine the idea of self-efficacy and determine how it influences faculty members' engineering proficiencies. The nature of the study is descriptive. The results show that self-efficacy is crucial for enhancing the learning outcomes of engineering education. The goal of the research was to determine how employees' job satisfaction and self-efficacy related to engineering colleges. Both primary and secondary data are used in this investigation. Primary data were gathered via a questionnaire administered to faculty members employed by several engineering colleges located in Ernakulam city. The secondary data came from study papers, books, journals, websites, records, theses that had been published, and other relevant efforts. The data were analyzed using five research techniques: one-way ANOVA, "t" test, regression, and findings interpretation using SPSS.