SavedAdd your journal

Journals / Sakarya University Journal of Education / 2026 / Volume: 16 Issue: 1

From Self-Efficacy Beliefs to Work Motivation Through Career Engagement and Professional Commitment: A Study on Teachers

Filiz Demir(KARAMANOGLU MEHMETBEY UNIVERSITY)0000-0002-5906-6982
Arif Damar(BILECIK SEYH EDEBALI UNIVERSITY, FACULTY OF APPLIED SCIENCES, DEPARTMENT OF ACCOUNTING AND AUDIT)0000-0002-4366-3985
Pages
—
Publication Date
2026-04-13
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The analysis results showed that occupational self-efficacy positively affects work motivation, and that career engagement and professional commitment mediate this relationship serially.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Career advancement in teaching is a significant factor in teachers’ work motivation, influenced by changing educational conditions and the need for continuous development.
📊
Key Findings & Data:This quantitative study used convenience sampling with 214 teachers from the provinces of Bilecik, Eskişehir, and Karaman.
💡
Conclusion & Impact:The analysis results showed that occupational self-efficacy positively affects work motivation, and that career engagement and professional commitment mediate this relationship serially.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Self-Efficacy · Career Engagement · Professional Commitment

Abstract

Career advancement in teaching is a significant factor in teachers’ work motivation, influenced by changing educational conditions and the need for continuous development. This study examines the serial mediating role of career engagement and professional commitment in the relationship between teachers’ occupational self-efficacy and their work motivation. Given the ongoing changes in professional practices and education policies in Türkiye, examining teachers’ professional competence, motivation, and career orientations is particularly important. This quantitative study used convenience sampling with 214 teachers from the provinces of Bilecik, Eskişehir, and Karaman. The data were evaluated using IBM SPSS Statistics 24, including descriptive statistics, correlation, and regression analyses. PROCESS Macro (model 6) was used to test the mediating effects. The analysis results showed that occupational self-efficacy positively affects work motivation, and that career engagement and professional commitment mediate this relationship serially. The mediating variables were found to significantly strengthen the effect of occupational self-efficacy on work motivation. By examining the interactions of occupational self-efficacy, career engagement, and professional commitment within a holistic framework, this study offers theoretical and practical contributions to the understanding of teachers’ professional development processes and work motivation.

🔖

Cite This Article

Demir, F., Damar, A. (2026). From Self-Efficacy Beliefs to Work Motivation Through Career Engagement and Professional Commitment: A Study on Teachers. Sakarya University Journal of Education, Volume: 16 Issue: 1. https://doi.org/10.19126/suje.1853002

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (88)

  1. Agormedah, E. K., Ankomah, F., Frimpong, J. B., Quansah, F., Srem-Sai, M., Hagan Jr, J. E., & Schack, T. (2022). Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana. Frontiers in Education, 7, 932447. https://doi.org/10.3389/feduc.2022.932447
  2. Akbolat, M., & Işık, O. (2012). Sağlık çalışanlarının duygusal zeka düzeylerinin motivasyonlarina etkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 32, 109-124. https://dergipark.org.tr/en/download/article-file/55753
  3. Aktaş, H. (2024). Kariyer safhaları ve demografik değişkenler bağlamında kariyer memnuniyeti ve meslekî bağlılık ilişkisi: Büro yöneticileri, yönetici asistanları ve sekreterler üzerinde bir araştırma. The Journal of Academic Social Science Studies, 8(26), 195-212. https://doi.org/10.9761/JASSS2236
  4. Albdour, A. A., & Altarawneh, I. I. (2014). Employee engagement and organizational commitment: Evidence from Jordan. International Journal of Business, 19(2), 192-212.
  5. Alwi, M., & Safitri, N. (2025). Teacher competence, innovation, and commitment in improving the quality of language learning in the independent curriculum era. Journal La Edusci, 6(5), 919-931. https://doi.org/10.37899/journallaedusci.v6i5.2717
  6. Arias-Pastor, M., Van Vaerenbergh, S., González-Bernal, J. J., & González-Santos, J. (2024). Analysis of teacher self-efficacy and its impact on sustainable well-being at work. Behavioral Sciences, 14(7), 563. https://doi.org/10.3390/bs14070563
  7. Aslan, İ., & Tümkaya, S. (2024). Investigation of the relationship between professional commitment levels of classroom teachers and career satisfaction. Journal for the Education of Gifted Young Scientists, 12(1), 1-14. https://doi.org/10.17478/jegys.1384365
  8. Bağcıoğlu, Z. (2017). Çalışanlarda motivasyon ve örgütsel bağlılık [Unpublished master’s thesis]. Beykent University.
  9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
  10. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
  11. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  12. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
  13. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
  14. Bataineh, O. T., Mahasneh, A. M., Al-Zoubi, Z. H., Qablan, A., & Alkaabi, A. M. (2025). The relationship between teacher commitment, teacher self-efficacy, and work-related quality of life among science teachers. PLOS One, 20(7), e0326994. https://doi.org/10.1371/journal.pone.0326994
  15. Bilici, G., & Bilici, N. (2021). Staj ile mesleki bağlılık arasında ilişki: Bir odak grup çalışması. Social Mentality and Researcher Thinkers Journal (Smart Journal), 7(53), 3402-3409. https://doi.org/10.31576/smryj.1243
  16. Çetin, A., Erenler, E., & Şentürk, M. (2016). Mesleki bağlılık ve mesleki öz-yeterlik algısının bilgi paylaşma davranışına etkisi. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 6(2), 289-315. https://dergipark.org.tr/en/download/article-file/382472
  17. Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. In Intrinsic motivation and self-determination in human behavior (pp. 11–40). Springer. https://doi.org/10.1007/978-1-4899-2271-7_2
  18. Demir, O. (2023). Öğretmenlerin mesleki özerklikleri ile mesleki motivasyonları arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 48(213), 231-254. https://doi.org/10.15390/EB.2023.11700
  19. Demir, S. (2020). The role of self-efficacy in job satisfaction, organizational commitment, motivation and job involvement. Eurasian Journal of Educational Research, 20(85), 205-224. https://izlik.org/JA48RF22RB
  20. Doğanülkü, H. A., & Korkmaz, O. (2025). The role of proactive personality and general self-efficacy in proactive career behavior: A mediation model. International Journal for Educational and Vocational Guidance, 25(2), 539-563. https://doi.org/10.1007/s10775-023-09597-9
  21. Elamalki, D., Kaddar, A., & Beniich, N. (2024). Impact of motivation on the job performance of public sector employees: The case of Morocco. Future Business Journal, 10(1), 53. https://doi.org/10.1186/s43093-024-00342-4
  22. Erli, L., & Jiatao, H. (2019). Occupational self-efficacy, organizational commitment, and work engagement. Social Behavior and Personality: An International journal, 47(8), 1-7. https://doi.org/10.2224/sbp.8046
  23. Gagné, M., Forest, J., Gilbert, M.-H., Aubé, C., Morin, E., & Malorni, A. (2010). The motivation at work scale: Validation evidence in two languages. Educational and Psychological Measurement, 70(4), 628-646. https://doi.org/10.1177/0013164409355698
  24. George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (14th ed.). Routledge.
  25. Gürbüz, S. (2019). Sosyal bilimlerde aracı, düzenleyici ve durumsal etki analizleri. Seçkin Yayıncılık.
  26. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. (2006). Multivariate data analysis. Pearson Prentice Hall.
  27. Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.
  28. Heng, Q., & Chu, L. (2023). Self-efficacy, reflection, and resilience as predictors of work engagement among English teachers. Frontiers in Psychology, 14, 1160681. https://doi.org/10.3389/fpsyg.2023.1160681
  29. Hirschi, A. (2012). The career resources model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, 40(4), 369-383. https://doi.org/10.1080/03069885.2012.700506
  30. Hirschi, A., Freund, P. A., & Herrmann, A. (2014). The career engagement scale: Development and validation of a measure of proactive career behaviors. Journal of Career Assessment, 22(4), 575-594. https://doi.org/10.1177/1069072713514813
  31. Hsu, M. H., Ju, T. L., Yen, C. H., & Chang, C. M. (2007). Knowledge sharing behavior in virtual communities: The relationship between trust, self-efficacy, and outcome expectations. International Journal of Human-Computer Studies, 65(2), 153-169. https://doi.org/10.1016/j.ijhcs.2006.09.003
  32. Ibourk, A., Wagner, L., & Zogheib, K. (2025). Developing elementary teachers’ climate change knowledge and self-efficacy for teaching climate change using learning technologies. Journal of Science Education and Technology, 34(3), 504-520. https://doi.org/10.1007/s10956-024-10187-9
  33. İspir, B., & Yıldız, A. (2023). Relationship between professional attitudes and professional commitment of classroom teachers: The mediating role of teacher self-efficacy belief. Cukurova University Faculty of Education Journal, 52(2), 528-555. https://doi.org/10.14812/cuefd.1215217
  34. Jarkovská, P., & Jarkovská, M. (2024). Employee motivation in contemporary academic literature: A narrative literature review. Organizacija, 57(2), 185-201. https://doi.org/10.2478/orga-2024-0013
  35. Judge, T. A., Bono, J. E., & Locke, E. A. (2000). Personality and job satisfaction: The mediating role of job characteristics. Journal of Applied Psychology, 85(2), 237-249. https://doi.org/10.1037/0021-9010.85.2.237
  36. Kanfer, R., Frese, M., & Johnson, R. E. (2017). Motivation related to work: A century of progress. Journal of Applied Psychology, 102(3), 338-355. https://doi.org/10.1037/apl0000133
  37. Karadirek, G. (2023). Kadınların kariyer gelişiminde cam tavan, mesleki öz yeterlik, rol-model ve güç mesafesinin rolü: Ordu İl Sağlık Müdürlüğü Kamu Hastaneleri Örneği. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 14(38), 496-515. https://doi.org/10.21076/vizyoner.1133040
  38. Kaya, B. (2021). Psikoloji öğrencilerinde stresle başa çıkma davranışlarının öz yeterlik üzerindeki etkisinin incelenmesi [Unpublished master’s thesis]. Istanbul Gelişim University.
  39. Kula, S. S. (2022). The predictive relationship between pre-service teachers’ self-efficacy belief, attitudes towards teaching profession and teaching motivation. International Journal of Contemporary Educational Research, 9(4), 705-718. https://doi.org/10.33200/ijcer.1068573
  40. Lai, Q., Alias, B. S., & Hamid, A. H. A. (2025). School climate and self-efficacy relating to university lecturers’ positive mental health: A mediator model. Education Sciences, 15(7), 852. https://doi.org/10.3390/educsci15070852
  41. Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56, 485-516. https://doi.org/10.1146/annurev.psych.55.090902.142105
  42. Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14, 1185079. https://doi.org/10.3389/fpsyg.2023.1185079
  43. Lin, C. P. (2007). To share or not to share: Modeling tacit knowledge sharing, its mediators and antecedents. Journal of Business Ethics, 70(4), 411-428. https://doi.org/10.1007/s10551-006-9119-0
  44. Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139(5), 439-457. https://doi.org/10.3200/JRLP.139.5.439-457
  45. Ma, D. (2022). The role of motivation and commitment in teachers’ professional identity. Frontiers in Psychology, 13, 910747. https://doi.org/10.3389/fpsyg.2022.910747
  46. Maddux, J. E., & Stanley, M. A. (1986). Self-efficacy theory in contemporary psychology: An overview. Journal of Social and Clinical Psychology, 4(3), 249-255. https://doi.org/10.1521/jscp.1986.4.3.249
  47. Malmström, M., & Öqvist, A. (2025). The role of self-efficacy, social support and motivation in teacher’s leadership behavior. Social Psychology of Education, 28(1), 1-22. https://doi.org/10.1007/s11218-025-10124-7
  48. Mashavira, N., Mutumburanzou, K., Chikove, M., Matenda, F. R., & Sibanda, M. (2025). Career adaptability, self-efficacy and job engagement in the Zimbabwean health sector. SA Journal of Industrial Psychology, 51, a2277. https://doi.org/10.4102/sajip.v51i0.2277
  49. McAnally, K., & Hagger, M. S. (2024). Self-determination theory and workplace outcomes: A conceptual review and future research directions. Behavioral Sciences, 14(6), 428. https://doi.org/10.3390/bs14060428
  50. Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538-551. https://doi.org/10.1037/0021-9010.78.4.538
  51. Murthy, R. K. (2014). Self-efficacy, work engagement and organizational commitment. Global Journal of Multidisciplinary Studies, 3(6), 113-124.
  52. Novocky, M., Orosová, R., & Starosta, V. (2023). Factors increasing self-perceived efficacy of mentor teachers: General and personal efficacy. Advanced Education, 23, 118-130. https://doi.org/10.20535/2410-8286.288810
  53. Ocak, G., Adalıoğlu, C., & Yurtseven, R. (2023). Özel eğitim öğretmenlerinin öz yeterlilik algıları ile motivasyon düzeyleri arasındaki ilişkinin incelenmesi. Kırklareli Üniversitesi Sosyal Bilimler Dergisi, 7(1), 39-70. https://doi.org/10.47140/kusbder.1245023
  54. Orgambídez, A., Borrego, Y., & Vázquez‐Aguado, O. (2019). Self‐efficacy and organizational commitment among Spanish nurses: The role of work engagement. International Nursing Review, 66(3), 381-388. https://doi.org/10.1111/inr.12526
  55. Özcan, A. F., & Bakırtaş, F. (2025). Öğretmenlerin öz yeterlik inançları ile mesleğe adanmışlıkları arasındaki ilişki. Journal of Interdisciplinary Education: Theory and Practice, 7(1), 25-43. https://doi.org/10.47157/jietp.1553269
  56. Özdemir, M., Küçükçene, M., Abaslı, K., Pektaş, V., & Ayhan, E. (2024). The effect of empowering leadership and teacher autonomy on affective commitment: The mediating role of teacher self‑efficacy. Education and Science, 49(219), 201-224. https://doi.org/10.15390/EB.2024.12663
  57. Özdoğru, M. (2022). Türkiye’de öğretmen motivasyonunu etkileyen örgütsel faktörler: Bir meta-analiz çalışması [Organizational factors affecting teacher motivation: A meta-analysis study]. Trakya Eğitim Dergisi, 12(3), 1737–1749. https://doi.org/10.24315/tred.1090296
  58. Öztemel, K., & Akyol, E. Y. (2025). Career engagement as proactive career behavior: The role of core self-evaluation, career adaptability, and negative career goal feedback. Turkish Psychological Counseling and Guidance Journal, 15(76), 162-177. https://doi.org/10.17066/tpdrd.1492624
  59. Park, I. J., & Jung, H. (2015). Relationships among future time perspective, career and organizational commitment, occupational self-efficacy, and turnover intention. Social Behavior and Personality: An international journal, 43(9), 1547-1561. https://doi.org/10.2224/sbp.2015.43.9.1547
  60. Peng, P., Song, Y., & Yu, G. (2021). Cultivating proactive career behavior: The role of career adaptability and job embeddedness. Frontiers in Psychology, 12, 603890. https://doi.org/10.3389/fpsyg.2021.603890
  61. Riggle, R. J., Edmondson, D. R., & Hansen, J. D. (2009). A meta-analysis of the relationship between perceived organizational support and job outcomes: 20 years of research. Journal of Business Research, 62(10), 1027-1030. https://doi.org/10.1016/j.jbusres.2008.05.003
  62. Rigotti, T., Schyns, B., & Mohr, G. (2008). A short version of the occupational self-efficacy scale: Structural and construct validity across five countries. Journal of Career Assessment, 16(2), 238-255. https://doi.org/10.1177/1069072707305763
  63. Robbins, S. P., & Judge, T. A. (2019). Organizational Behavior (18th ed.). Pearson.
  64. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
  65. Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600-619. https://doi.org/10.1108/02683940610690169
  66. Sandroto, C. W., & Alamsyah, A. A. (2024). The mediating effect of organizational commitment and occupational self-efficacy on work engagement. International Research Journal of Business Studies, 17(2), 115-128. https://doi.org/10.21632/irjbs.17.2.115-128
  67. Schyns, B., & Sczesny, S. (2010). Leadership attributes valence in self‐concept and occupational self‐efficacy. Career Development International, 15(1), 78-92. https://doi.org/10.1108/13620431011020907
  68. Simons, T., & Enz, C. A. (1995). Motivating hotel employees: Beyond the carrot and the stick. Cornell Hotel and Restaurant Administration Quarterly, 36(1), 20-27. https://doi.org/10.1177/001088049503600114
  69. Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi.org/10.4236/ce.2016.713182
  70. Söner, O., Ceylan, C., Bektaş, G., Şimşek, C., Albayrak, O., Coşkun, İ., & Akagündüz, E. (2024). Öğretmenlerin kariyer uyumluluğunun yordayıcısı olarak mesleki motivasyon. Eğitim Yansımaları, 8(1), 36-46. https://izlik.org/JA23XY62GK
  71. Steers, R. M., Mowday, R. T., & Shapiro, D. L. (2004). Introduction to special topic forum: The future of work motivation theory. The Academy of Management Review, 29(3), 379–387. https://doi.org/10.2307/20159049
  72. Su, Q. (2024). Beyond the walls of the classroom: The psychodynamics of professional commitment and job involvement among female primary school teachers. Frontiers in Psychology, 15, 1465880. https://doi.org/10.3389/fpsyg.2024.1465880
  73. Swami, B., Sharma, S. K., & Sharma, R. (2024). Navigating career success: How career commitment shapes self-efficacy and career resilience for subjective career success. Tourism and Hospitality Management, 30(1), 51-65. https://doi.org/10.20867/thm.30.1.5
  74. Şeker, G. (2025). The relationship between career engagement and perceived career barriers of university students: The mediating role of career adaptability and career planning self-efficacy. Anadolu Journal of Educational Sciences International, 15(3), 1003-1016. https://doi.org/10.18039/ajesi.1666174
  75. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Pearson Education Company.
  76. Tekin, O. (2023). School climate, teacher self-efficacy and professional satisfaction: A study of relations. Bartın University Journal of Faculty of Education, 12(2), 404-421. https://doi.org/10.14686/buefad.1056718
  77. Turan, S., & Hayme, S. (2025). Effect of professional commitment on the career plans of intern doctors. Pakistan Journal of Medical Sciences, 41(2), 525-530. https://doi.org/10.12669/pjms.41.2.10253
  78. Turhan, M., Demirli, C., & Nazik, G. (2012). Sınıf öğretmenlerinin mesleğe adanmışlık düzeyine etki eden faktörler: Elazığ örneği. İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, 11(21), 179-192. https://www.cihaddemirli.com/cd/42986122965.pdf
  79. Turkish Ministry of National Education. (2025a). Türkiye yüzyılı maarif modeli. https://tymm.meb.gov.tr/
  80. Turkish Ministry of National Education. (2025b). Türkiye yüzyılı maarif modeli: Ortak metin. https://tymm.meb.gov.tr/ortak-metin
  81. Turkish Ministry of National Education. (2025c). National education statistics: Formal education 2024/25. Republic of Türkiye Ministry of National Education, Directorate General for Strategy Development. https://sgb.meb.gov.tr/istatistik_k/2425.pdf
  82. Türk, Ö., & Tulunay Ateş, Ö. (2023). Öğretmenlerin örgütsel bağlılıkları ve motivasyonları arasındaki ilişkiler: Meta analiz çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (59), 365-386. https://doi.org/10.9779/pauefd.1100214
  83. Waddington, J. (2023). Self-efficacy. ELT Journal, 77(2), 237-240. https://doi.org/10.1093/elt/ccac046
  84. Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
  85. Xiao, Y., & Zheng, L. (2025). The relationship between self-efficacy and job satisfaction: A meta-analysis from the perspective of teacher mental health. Healthcare, 13(14), 1715. https://doi.org/10.3390/healthcare13141715
  86. Yalabik, Z. Y., Van Rossenberg, Y., Kinnie, N., & Swart, J. (2015). Engaged and committed? The relationship between work engagement and commitment in professional service firms. The International Journal of Human Resource Management, 26(12), 1602-1621. https://doi.org/10.1080/09585192.2014.953972
  87. Yam, F. C. (2023). Career engagement scale: Examination of Turkish psychometric properties. Research on Education and Psychology, 7(2), 203-217. https://doi.org/10.54535/rep.1332754
  88. Zhu, D., Kim, P. B., Milne, S., & Park, I. J. (2024). How does the career commitment of hospitality employees change across career stages? A multilevel investigation into occupational self-efficacy and family support. International Journal of Hospitality Management, 120, 103748. https://doi.org/10.1016/j.ijhm.2024.103748