Effect of job anxiety, self-efficacy, self-control and self-esteem on job performance in school teachers

Abstract

This paper examines the effect of job anxiety, self-efficacy, self-control, and self-esteem on job performance in school teachers. Through literature review and analysis, the research highlights the significance of understanding and addressing these variables. The study confirms that job anxiety negatively influences job performance among school teachers. Furthermore, the research reveals the importance of self-efficacy, self-control, and self-esteem in shaping teachers' performance positively. The data collected from 200 school teachers shows distinct patterns in male and female teachers regarding job anxiety and job performance. Male teachers demonstrate higher levels of job anxiety compared to female teachers, while female teachers exhibit higher job performance. Additionally, the study explores the mediating and moderating roles of self-esteem in the relationships between job anxiety, self-efficacy, and job performance.