Proactive Personality and Its Relationship with Teachers’ Teaching Self-Efficacy

Objectives: This study aims to reveal the relationship between proactive personality and teaching self-efficacy among teachers, and to determine their level.
Methodology: The sample consisted of (247) male and female teachers from the Ramtha District in Jordan. The short version of the Crant and Bateman (1993) scale for proactive personality and Hassouna's (2009) scale for teaching self-efficacy were both used after confirming their psychometric properties.
Results: Results indicated a positive correlation between proactive personality and self-efficacy in teaching. Additionally, the results showed that the level of proactive personality among the study participants was moderate. Similarly, the level of self-efficacy in teaching was also moderate.
Conclusion: The positive relationship between the proactive personality and teachers’ teaching self-efficacy indicates that attention must be paid to developing the teachers' proactive personality, as the proactive teachers take the initiative to address difficulties and to show behaviors that are indicative of their beliefs in their teaching abilities. These qualities can contribute to motivating them to direct their efforts more effectively towards achieving educational goals and motivating students, at the same time, to persist and succeed in their learning. We suggest developing training programs to enhance both proactive personality and teaching self-efficacy levels among teachers.