Relations between School Teachers' Workload Structure and theirs Professional Self-efficacy

This research is devoted to the study of the relationship between the self-efficacy of school teachers and their Workload Structure. The theoretical framework of the research is based on the theories of psychologists A. Bandura and J.Rotter. For the empirical analysis we used data from the Monitoring of education markets and organizations, which is conducted by Higher School of Economics. For the purposes of analysis, a factor analysis of the teacher's self-efficacy questionnaire was carried out. As a result, two sub-factors were singled out: self-efficacy of the «Teacher-Class level» and self-efficacy of the «Teacher-Administration level». The next stage was a linear regression analysis. Several regression models were built, where the "teacher self-efficacy" factor was the dependent variable. As independent variables, teachers' answers were used to answer questions about the budget of their working hours. As a result of the empirical analysis, the connection hypothesis was partially confirmed.