




































BANGLADESH JOURNAL OF MULTIDISCIPLINARY SCIENTIFIC RESEARCH 9(3) (2024), 1-11 

 

1 

        MULTIDISCIPLINARY SCIENTIFIC RESEARCH 
          BJMSR VOL 9 NO 3 (2024) P-ISSN 2687-850X E-ISSN 2687-8518 

         Available online at https://www.cribfb.com 

     Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR 

                                                                                                                                                                                                    Published by CRIBFB, USA 
                                                                                                                                     

QUALITY OF LIFE AND PROFESSIONAL EFFICACY OF SCHOOL 

TEACHERS IN WEST BENGAL, INDIA       
 

 Prerna Mukhia (a)1     Boyillapalli Venkata Rao (b)  
 

(a)Ph.D. Research Scholar, Department of Education, Nagaland University, India; E-mail: prernamukhia96@gmail.com 
(b)Associate Professor, Department of Education, Nagaland University, India; E-mail: boyillapalli.vrao@nagalanduniversity.ac.in 
                      

 
A R T I C L E I N F O 

 
 

Article History: 
 

Received: 12th May 2024 
Reviewed & Revised: 12th May 

to 20th July 2024 

Accepted: 25th July 2024 

Published: 31st July 2024 

 
Keywords: 

 

Quality of Life, Professional  

Efficacy, Teaching Learning  

Process, Professional Development,  

21st Century Skills, NEP 2020. 

 
JEL Classification Codes: 

 

120, 121, 123 

 
      Peer-Review Model:  

 

      External peer review was done through  

      double-blind method        

 
A B S T R A C T 

 
Quality of life and Professional efficacy of teachers are significant factors that facilitate the entire 

educational scenario. The excellent quality of life and high level of professional efficacy of teachers can 

immensely help the sound functioning of the educational system. However, different and numerous 

variables may impact these two significant factors. Thus, the study investigates these two factors and 

examines their relationship with demographic variables such as the location of schools and subject 

streams. Using a descriptive survey method from 300 school teachers, the study employs a stratified 

random sampling technique with a scale (QOLS) developed by Sarika Sharma and Nakhat Nasreen and 

a self-made scale (PES). The QOLS was revalidated using an updated sample to identify its applicability 

in the context of West Bengal. Cronbach's Alpha for the QOL was found to be 0.789, and the results of 

the Splits-Half (Odd-Even) show 0.678 (p-value 0.00<0.01) positive correlations at the 0.01 level. 

Cronbach's Alpha reliability for the self-made tool (PES) was 0.938. At the 0.01 level, the PES's Splits-

Half produces a result of positive correlations of 0.855 (p-value 0.00<0.01). The result reveals the 

average level of professional efficacy of teachers. A significant difference between teachers' subject 

streams and professional efficacy is found. Additionally, the result demonstrates a significant association 

between location and levels of quality of life and between subject streams and professional efficacy. The 

study also shows a positive correlation between professional efficacy and subject streams. The study's 

findings suggest necessary measures for improving teachers' professional efficacy.  

 
 

© 2024 by the authors.   Licensee CRIBFB, USA. This open-access article is distributed under the 
terms and conditions of the Creative Commons Attribution (CC BY) license 
(http://creativecommons.org/licenses/by/4.0).  

            

 

INTRODUCTION 

Teaching is defined as assisting an individual in learning and is considered the most imperative profession in the universe 

(Leoci et al., 2023). The two most significant aspects of the teaching profession that significantly impact the educational 

scenario are the teachers' Quality of life and professional efficacy. Teoli and Bhardwaj, 2023 state- 'Quality of life' is the 

'well-being' of an individual. For any individual, QOL expresses that a collection of wants, when fulfilled, makes an 

individual happy and satisfied. The strengths and competence of any educational framework are heavily reliant on the 

efforts of its teachers and their capacities. (Raju & Vardhini, 2022). A good quality of life for teachers can improve work 

performance, whereas working under adverse circumstances reduces work quality (Erturk, 2022). The ‘Integrated theory 

of Quality of Life’ (QOL), according to Ventegodt, 2003 identify Quality of Life (QOL) as a good life with high quality. 

The conception of a good life can be perceived from subjective to objective. The theory identifies subjective aspects such 

as well-being, satisfaction with life, happiness, and meaning in life, as well as objective aspects such as realizing life's 

potential fulfillment of needs and individuals' ability to adapt to values and cultural norms. Bandura's social-cognitive 

theory of behavioral change (1977) inspired the concept of self-efficacy. Self-efficacy is an assessment one makes of what 

one is capable of doing with those abilities. Professional Efficacy is a teacher's ability, belief, and confidence in their 

profession. The belief that one holds about one's capabilities. The theory emphasizes the role of observational learning, 

social experience, and reciprocal determinants in the growth of self-efficacy (Woolfolk & Kapur, 2019). The 'Self-

Determinant Theory' (SDT) focuses on the importance of autonomy and opportunities for growth that can enhance 

professional efficacy. Among all the qualities of teachers, teachers' efficacy is considered the most influential quality that 

contributes to students' success (Guskey, 2021; Hasan & Surjamokhey, 2022). There needs to be more practice for teachers 

to enhance their well-being and efficacy, which can severely impact the student's performance and the smooth functioning 

                                                      
1Corresponding author: ORCID ID: 0009-0003-7616-0086 

© 2024 by the authors. Hosting by CRIBFB. Peer review is the responsibility of CRIBFB, USA.  

https://doi.org/10.46281/bjmsr.v9i3.2227 

 

To cite this article: Mukhia, P., & Rao, B. V. (2024). QUALITY OF LIFE AND PROFESSIONAL EFFICACY OF SCHOOL TEACHERS IN WEST 

BENGAL, INDIA. Bangladesh Journal of Multidisciplinary Scientific Research, 9(3), 1-11. https://doi.org/10.46281/bjmsr.v9i3.2227 

http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://www.openaccess.nl/en
https://doi.org/10.46281/bjmsr.v9i3.2227
https://orcid.org/0009-0003-7616-0086
https://orcid.org/0000-0002-2434-6802


Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

2 

of educational settings. Understanding how teachers' general well-being affects their professional performance and vice 

versa is essential to integrating the concepts of Quality of Life (QOL) and Professional Efficacy for school teachers. Suppose 

the teachers are satisfied and happy and able to fulfill their needs and adapt to societal values and cultural norms. In that 

case, this can significantly increase their efficacy in their profession. Overall, good qualities of life have a positive and 

significant impact on teachers' overall performance and capabilities, which will efficiently enhance the total performance of 

the school environment. Focusing on all these aspects, a rigorous study needs to be undertaken. The study aims to assess 

the two significant factors of school teachers, i.e., Quality of life and professional efficacy. Many studies have been 

conducted separately on these variables. Still, all of the surveys are separate from these two variables (Quality of life and 

professional efficacy of school teachers) in the context of West Bengal. However, more research needs to be done on 

teachers' Quality of life and professional efficacy at all levels. Thus, the study aims to fill in the knowledge gap. The gaps 

that are discussed in the study are to be identified. An empirical study is undertaken to diminish the gap that may benefit 

the teachers and essential stakeholders such as students, teachers, parents, and the authorities. Additionally, whether the 

demographic variables (location and subject steams) significantly impact these two variables has also been analyzed.  

The remaining paper structure includes section 2, which reviews the literature on the study variable quality of life 

and professional efficacy. Section 3 elaborates on the study's methodology. Results and Discussion are presented in section 

4, and the study's conclusion is given in section 5. 

 

LITERATURE REVIEW 

The existing research work conducted in the area of Quality of life and professional efficacy is detailed in this section. 

Mahadevaswamy and Praveena (2023) conducted a study concerning categorical variables such as gender and type of 

school. A descriptive survey method was employed. Samples of 114 secondary school teachers were selected using simple 

random sampling. The findings revealed no significant difference between gender and type of school regarding Quality of 

life. Sharma et al. (2023) conducted a comparative study between government and private school teachers regarding their 

Quality of life. A massive difference was observed between teachers of private and government schools based on their 

Quality of life. Most teachers from private schools fall under the high range of Quality of life rather than the average and 

low level. On the contrary, most government school teachers fall under the average Quality of life rather than high and low 

levels. 

Paschal and Srivastava (2021) investigated the difference in self-efficacy among secondary school teachers 

regarding their gender, type of institution, and year of teaching experience. The researchers adopted a survey method to 

carry out the study. A sample of 258 secondary school teachers preferred the Purposive and stratified sampling technique. 

The study's findings revealed significant differences in the self-efficacy of secondary school teachers regarding their gender 

and type of institution. Based on teacher effectiveness, a significant difference was observed between teachers teaching in 

private and government schools, but no significant difference was observed between male and female teachers. A significant 

relationship was found between the self-efficacy and teacher effectiveness of the participants. Barni et al. (2019) conducted 

a study on "Teachers' Self-Efficacy: The Role of Personal Values and Motivations for Teaching". The study examined the 

relationship between teachers' values and self-efficacy. The focus of the survey was Italy. The study sample consists of 227 

teachers. Self- A constructed questionnaire was administered to the participants. The study investigated the positive 

relationship between teachers' values and teachers' self-efficacy about the level and type of motivation. Differences were 

observed between openness to change and self-efficacy and between self-transcendence and self-efficacy. Teachers' value 

and efficiency also depend on their motivation. 

Lalompoh et al. (2019) investigated teachers' Quality of work based on their performance. The investigators 

followed a path analysis model with 33 high school teachers as a sample. SPSS software was used to analyze the collected 

data. The findings indicated that teachers' Quality of life plays a vital role in accelerating teachers' performance. Further, 

the variables are taken, i.e., principal managerial competence and teachers' emotional intelligence, which also greatly 

influence teachers' Quality of life. Dabiran et al. (2018) examined the Quality of life of teachers working at Tehran High 

School (Iran). A positive association was observed between marital status and physical functioning and between vitality and 

total physical health. Overall, the study revealed teachers' low Quality of life compared to the standard population. Akram 

et al. (2017) conducted a comparative analysis to compare school work quality and teachers' Quality of life in Turkey and 

Pakistan. Turkish teachers were found to have higher mean scores in administrative support, work facilities, and 

developmental opportunities compared to Pakistan's teachers. On the contrary, Pakistani teachers have higher mean scores 

on adequate work conditions and fair income than teachers in Turkey. Generally, the study revealed Pahigherani teachers' 

high Quality of life and Compton teachers.  

Kumar et al. (2017) observed no significant difference between male and female school teachers of higher 

secondary level towards self-efficacy. Male teachers have a higher level of self-efficacy than female teachers. The study's 

findings revealed no significant difference among higher secondary teachers of Jammu and Kashmir towards self-efficacy 

regarding subjects, educational qualifications, and teaching experience. Menon and Sobha (2017) investigated how 

secondary teachers perceive an average level of efficacy. The study discovered no significant difference in the mean scores 

of teachers' efficiency in their management and type of teaching experience.  

Shahzad and Naureen (2017) investigated the impact of teacher self-efficacy on secondary school students' 

academic achievement. It was revealed that teachers' self-efficacy positively impacts students' academic achievement. 

Hunger et al. (2016) studied teachers' quality of life by surveying the design of seven early- stages. The study discovered 

that research participants positively perceive their well-being (Quality of life). A significant relationship was also observed 

between self-conduct and quality of life. Kaur and Paramjot (2017) conducted a study to inspect the relationship between 

teacher efficacy and teaching competency among school teachers (secondary level) regarding their gender and locality. No 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

3 

significant difference was seen between male and female secondary school teachers regarding their teacher efficacy and 

teaching competency. At the same time, considerable difference was observed between secondary teachers belonging to the 

location (rural and urban) of the Gurdaspur district of Punjab regarding their teacher efficacy and teaching competency. No 

significant relation was observed between teacher efficacy and teaching competency of the district's secondary school 

teachers. 

In summary of the reviews mentioned, research has been done on the quality of life of teachers; however, more 

research is needed to focus on the professional efficacy of school teachers. The mentioned studies have undertaken 

demographic variables such as gender, type of school, teaching experience, educational qualification, and subject, revealing 

different results based on these demographic variables. These two variables, which the researcher in this study has examined, 

have yet to be combined in previous investigations. As a result, this study is unique and was carried out in uncharted territory. 

The following hypotheses have been developed based on selected demographic variables. The hypotheses have been 

formulated for each dimension of the self-made tool of professional efficacy.  

 

The following are the hypotheses of the study.  

H1: There is no significant difference in the mean scores of quality of life of school teachers with regards to their location of school 

H2: There is no significant difference in the mean scores of professional efficacy of school teachers about their location at school 

H2a: There is no significant difference in school teachers' mean efficacy scores toward the teaching-learning process regarding 

their location. 

H2b: There is no significant difference in the mean efficacy scores toward school teachers' professional development regarding 

their location. 

H2c: No significant difference exists in school teachers' mean efficacy scores toward 21st-century skills regarding their location. 

H2d: No significant difference exists in school teachers' mean efficacy scores towards acquaintance to NEP 2020 regarding their 

location. 

H3: There is no significant difference in the mean scores of quality of life of school teachers regarding their subject streams (arts, 

commerce, and science).  

H4: There is no significant difference in the mean scores of professional efficacy of school teachers regarding their subject streams.   

H4a: There is no significant difference in the mean scores of efficacy towards the teaching-learning process of school teachers 

regarding their subject streams. 

H4b: No significant difference exists in the mean efficacy scores toward school teachers' professional development regarding their 

subject streams.  

H4c: No significant difference exists in school teachers' mean efficacy scores towards 21st-century skills regarding their subject 

streams.  

H4d: No significant difference exists in school teachers' mean efficacy scores towards acquaintance to NEP 2020 regarding their 

subject streams.  

H5: There is no significant association between the levels of quality of life and the type of location of school teachers (rural and 

urban) 

H6: There is no significant association between the levels of quality of life and subject streams of school teachers (arts, commerce, 

and science) 

H7: There is no significant association between the levels of Professional efficacy and the location of school teachers  

H8: There is no significant association between the levels of professional efficacy and subject streams of teachers  

H9: There is no significant association between quality of life and professional efficacy levels.  

H10: There is no significant interrelationship between the quality of life and the professional efficacy of school teachers. 

 

 

 

 

 

 

 

 

 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

4 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1. Conceptual Model of Quality of Life and Professional Efficacy 

MATERIALS AND METHODS 
A descriptive survey method was carried out for the present study. Descriptive studies or methods entail more than just data 

gathering; they also include measurement, classification, analysis, comparison, and interpretation (Sandra, 2020). Quality 

of life is an independent variable, and professional efficacy is a dependent variable. The data was collected and analyzed 

quantitatively. Therefore, a quantitative design was adopted for the present study. The population of the current study 

consists of school teachers (both secondary and higher secondary) from two northern districts of West Bengal, India. 300 

teachers of concerned districts were chosen as a representative number of samples adopting stratified random sampling. To 

compile the study's data, Quality of Life (QOLS-SSNN) was constructed and standardized by S. Sharma and N. Nasreen 

with 3- a 3-point Likert scale (always, seldom, never). The investigator revalidated the tool on a fresh sample (100). At first, 

content and face validity were established, and the Cronbach's Alpha reliability of QOL was established to be 0.789, which 

is considered acceptable and reliable. The Splits-Half (Odd-Even) gives a result of 0.678 (p-value 0.00<0.01) positive 

correlations at 0.01 level. Therefore, the tool (QOLS) was considered applicable to the West Bengal context. 

As per the existing literature, another tool, the Professional Efficacy Scale (PES), was constructed with 5- a point 

Likert scale (strongly agree, agree, undecided, disagree, strongly disagree) and tested with the pilot study of 124 research 

participants for item selection, after the selection of the final items of PES (in a total of 53 items, only three items get 

excluded). Again, Cronbach's Alpha reliability of PES was found to be 0.938, which was excellent and reliable. The Splits-

Half of PES gives a result of 0.855 (p-value 0.00<0.01) positive correlations at 0.01 level, which means the scale is 

significantly reliable to measure the professional efficacy of school teachers of concerned districts of West Bengal. To gather 

data from the research participants, the investigators first selected the secondary and higher secondary schools from two 

districts (Darjeeling and Cooch Behar) of West Bengal randomly, and from those selected schools, the sample was taken 

adopting stratified random sampling. Considering the demographic variables, i.e., location and subject streams of teachers, 

the investigator personally visited the chosen schools and explained the scale and purpose of the study. The consent of 

participants is given to the investigators. Since the targeted sample size was 300, the collected data of 300 research 

participants were quantitatively analyzed employing different statistical techniques like frequency and percentage, mean, 

independent sample t-test, chi-square, one-way ANOVA, and Pearson Correlation. 

 

 

 

 

 

Life Satisfaction 

Goals and Motivation 

Spirituality 

Happiness 

Hopes and Wishes 

Stress Reduction 

Frustration 

Adjustment 

Physical Well-Being 

Effectiveness of Myself 

Personal Development 

Quality of Life Professional 

Efficacy 

Efficacy towards 

Teaching Learning Process 

Efficacy towards Professional 

Development 

Efficacy towards 

21st Century Skills 

Efficacy towards 

Acquaintance to NEP 2020 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

5 

PARTICIPANTS 

 

 

Figure 2. Demographic profile of the research participants as per location 

 

31.3% 

 

 
Figure 3. Demographic profile of the research participants as per subject stream 

 

RESULTS AND DISCUSSIONS 

Table 1. Levels of School Teachers' Quality of Life and Professional Efficacy  

 
QOL   PES  

Levels Frequency Percentage Levels Frequency Percentage 

High 189 63% High 58 I9.3% 

Average 66 22%- Average 153 50.8% 

Low 45 15% low 90 29.9% 

 

From the above table, it can be stated that 63% of the secondary and higher secondary school teachers have a high 

level of Quality of life, 22% of teachers have an average level of Quality of life, and 15% of the school teachers have a low 

level of Quality of life. Additionally, 19.3% of the teachers fall under the high professional efficacy. 50.8% of participants 

perceive the average level of professional efficacy, and 29.9% of the teachers fall under a low level of professional efficacy. 

The finding reveals teachers' high quality of life and school teachers' average level of professional efficacy. In their studies, 

Akram et al. (2017), Faisal-E-Alam (2024) and Sharma et al. (2023) also revealed a high quality of life among teachers. 

Menon and Sobha (2017) also found that secondary teachers perceive an average level of efficacy.  

 

Table 2. Levels of Professional Efficacy of School Teachers in Terms of 4 Dimensions  

 
Efficacy towards teaching-learning process (1) Level of PES 

High 

f 

63 

Percentage 

21% 

 Average 157 52.3% 

 

Efficacy towards Professional Development (2) 

Low 

Level of PES 

High 

80 

f 

73 

26.7% 

Percentage 

24.3% 

 Average 152 50.7% 

 

Efficacy towards 21st Century Skills (3) 

Low 

Level of PES 

High 

75 

f 

68 

25% 

Percentage 

22.7% 

 Average 149 49.7% 

 

Efficacy towards Acquaintance to NEP 2020 (4) 

Low 

Level of PES 

High 

83 

f 

64 

27.7% 

Percentage 

21.3% 

 Average 169 56.3% 

 Low 67 22.1% 

 

The above table states that most of the research participants (school teachers) in the entire dimensions of 

professional efficacy fall under average level, i.e., 52.3% in dimension 1, 50.7% in dimension 2, 49.7% in dimension 3, and 

56.3% in dimension 4. Few participants are directed towards high and low levels of professional efficacy in the given 1, 2, 

3, and 4 dimensions.  

 

Table 3. Means, SD, and t-value of School Teachers regarding Quality of life and Professional Efficacy about their Location  

of School 

 
Variables Location N Mean SD t-value Decision 

QOL Rural 138 109.05 7.59 0.708@ (p>0.05) 

 Urban 162 108.43 7.67 (P=0.48) NS 

PES Rural 138 191.86 23.26 0.447@ (p>0.05) 

 Urban 162 196.41 23.56 (p=0.65) NS 

    Not Significant at 0.05 level 

Demographic Profile 
Rural 

Urban 

46% 

54% 

Demographic Profile 

Arts 

Commerce 

Science 

33.7% 

31.3% 

35% 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

6 

It is observable from the above table that the t-value of the Quality of Life of school teachers regarding their 

location of school is 0.70 8(p=0.48), which is greater than the threshold value at 0.05 level. The P-value is also more than 

0.05. Therefore, there is no significant difference in the mean scores of quality of life of significance for West Bengal 

regarding their location. The null hypothesis H1 is accepted regarding the professional efficacy of school teachers regarding 

their location. The school is 0.447. So, there is no significant difference in the mean scores of professional efficacy of school 

teachers of West Bengal regarding their school location as the p-value (0.65) is more than the threshold value at 0.05 

significance level. There is insufficient evidence to reject the null hypothesis H2, so the null hypothesis H2 is accepted. 

 

Table 4. Means, SD, and t-value of School Teachers towards 4 Dimensions of Professional Efficacy about their Location 

 
Dimensions Location N Mean SD t-value Decision 

Efficacy towards Rural 139 62.70 6.92 0.012@ (p>0.05) 

Teaching Learning Process (1) Urban 161 62.69 6.28 (P=0.151) NS 

Efficacy towards Rural 139 36.60 6.15 2.078** (p<0.05) 

Professional Development (2) Urban 161 38.03 5.71 (P=0.038) Sig 

Efficacy towards 21st Rural 139 54.74 7.82 0.051@ (p>0.05) 

Century Skills (3) Urban 161 54.74 7.80 (P=0.704) NS 

Efficacy towards Rural 139 39.43 6.53 0.077@ (p>0.05) 

Acquaintance to NEP 2020 (4) Urban 161 39.49 6.55 (p=0.716) NS 

**Significant at 0.05 level 

 

It is evident from the above table that the critical/obtained t-values of dimensions 1, 3, and 4 of PES are lesser than 

the threshold value, i.e., 1.96 at 0.05 levels. All p-values of all 1 (p=0.151),3 (p=0.704), and 4 (p=0.716) dimensions of PES 

are more than 0.05. Hence, no significant difference exists in the mean scores of school teachers regarding efficacy in the 

teaching-learning process, 21st-century skills, and acquaintance with (NEP, 2020) regarding their location. The null 

hypotheses H2a and H2c H2d are not rejected. At the same time, the critical/obtained t-values of dimension ' efficacy 

towards professional development' are more significant than the threshold value, i.e., 1.96 at 0.05 level. The p-value of 

dimension 2 is also less than 0.05 (p=0.038). Therefore, a significant difference exists in the mean scores of efficacy school 

teachers towards professional development. Thus, the null hypothesis H2b is rejected. As a result, the school's location 

significantly impacts the Efficacy of West Bengal teachers towards their professional development.  

 

Table 5. Summary of One-way ANOVA: Quality of life and Professional Efficacy with three categories (Subject Streams)  

 
QOL Mean F-value PES Mean F-value 

Between Groups 341.133 2.967 (p=0.053) Between Groups 9043.099 8.604** (p=0.000) 

Within Groups 17073.347  Within Groups 156080.888  

Total 17414.480  Total 165123.987  

**Significant at 0.05 level 

 

The above table presents school teachers' quality of life and professional efficacy based on their subject streams 

(Arts et al.). The calculated F-value is 2.967 (p=0.053) for the quality of life, which is not significant (p>0.05) at 0.05 level, 

which shows that the mean scores of quality of life of school teachers about their subject streams do not differ significantly. 

Thus, the null hypothesis (H3) is accepted. On the contrary, the calculated F-value, which is 8.604 (p=0.000) for the 

professional efficacy of school teachers in their subject streams, is significant (p<0.05) at the 0.05 level. This means that the 

mean scores of professional efficacy of school teachers regarding their subject streams differ significantly. Therefore, it is 

evident that the null hypothesis H4 is rejected. Differences are there between the teachers of different subject streams. To 

determine which category of the subject stream had a significantly higher mean score for Professional Efficacy, the data 

were further analyzed with the help of post-hoc analysis. 

 

Table 6. Post Hoc Analysis for PES about Subject Streams  

 
Mean Scores Arts Commerce   Science  

187.60 200.56   194.25  

Streams (I) (J) Mean Difference Sig Streams (I) (J) Mean Difference Sig 

Arts Commerce 13.25318 .000** Commerce Arts 13.25318 .000** 

Science 6.65136 .108 Science 6.60182 .107 

Streams (I) (J) Mean Difference   Sig  

Science Arts 6.65136 6.60182   .108 .107  

Commerce      

               *The mean difference is significant at a 0.05 level 

 

It is evident from the above table that the teachers of arts and commerce streams differ significantly (p<0.05) with 

a mean difference of 13.25. In contrast, the arts and science teachers, with a mean difference of 6.65, do not differ 

significantly (p>0.05) towards professional efficacy based on their subject streams. In addition, teachers with commerce 

and arts backgrounds differ significantly (p<0.05), with a mean difference of 13.25. In contrast, teachers with commerce 

and science streams, with a mean difference 6.60, do not differ significantly (p>0.05). No significant difference was found 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

7 

between teachers with science and arts backgrounds, with a mean difference of 6.65, and teachers of science and commerce 

streams with a mean difference of 6.60. From the analysis of the above table, teachers of commerce streams are better than 

teachers of arts and science streams as the mean scores of teachers in commerce stream are comparatively higher than those 

of arts and science streams.  

 

Table 7. Summary of One-way ANOVA: 4 Dimensions of Professional Efficacy with three categories (Subject Streams) 

 
Efficacy towards Teaching Learning Process (1) Sum of Squares df Mean Square F Sig. 

Between Groups 538.023 2    

Within Groups 12394.977 297 269.011 6.446 .002** 

Total  12933.000 299 41.734   

Efficacy towards Professional Development (2) Sum of Squares df Mean Square F Sig 

Between Groups 283.200 2    

Within Groups 10328.987 297 141.600 4.072 .018** 

Total 10612.187 299 34.778   

Efficacy towards 21st Century Skills Sum of Squares df Mean Square F Sig 

Between Groups 787.115 2    

Within Groups 17430.922 297 393.558 6.706 .001** 

Total 18218.037 299 58.690   

Efficacy towards Acquaintance to NEP 2020(4) Sum of Squares df Mean Square F Sig 

Between Groups 781.250 2    

Within Groups 11971.480 297 390.625 9.691 .000** 

Total 12752.730 299 40.308   

*The mean difference is significant at a 0.05 level 

 

From the above table, the calculated F-values of all 4 dimensions of the professional Efficacy of school teachers in 

their subject streams are significant. All p values are also less than 0.05. It indicates that the subject stream of teachers of 

West Bengal significantly impacts teachers' efficacy towards the teaching-learning process, professional development, 21st-

century skills, and acquaintance with (NEP, 2020). As there is sufficient evidence to reject null hypotheses H4a, H4b, H4c, 

and H4d, the null hypothesis (H4a), (H4b), (H4c), and (H4d) are rejected. To determine which category of the subject stream 

had significantly higher mean scores for dimensions of Professional Efficacy, the data were further analyzed with the help 

of post hoc analysis. 

 

Table 8. Post Hoc Analysis of 4 Dimensions (Efficacy towards Teaching-Learning Process, Professional Development, 21st  

Century Skills and Acquaintance to (NEP, 2020) of PES about Subject Streams 

 
Efficacy towards Teaching Learning Process (1) 

Mean scores 

Arts 
61.3663 

Commerce 
38.3396 

Science 
37.7284 

(1) Subjects            (J) Subjects Mean Difference Sig. 
Arts                          Commerce 

Science 

Commerce                Arts 

Science 

Science                     Arts 

Commerce 

3.09593* 

.77345 
3.09593* 
2.32248* 
.77345 
2.32248* 

.002** 

.683 

.002** 

.032** 

.683 

.032** 
Efficacy towards Professional Development (2) 

Mean Scores 

Arts 

36.0594 
Commerce 
38.3396 

Science 
37.6989 

(1) Subjects             (J) Subjects Mean Difference Sig 
Arts                          Commerce 

Science 

Commerce                Arts 

Science 

Science                     Arts 

Commerce 

2.28022* 

1.63952 

2.28022* 

.64070 
1.63952 

64070 

.016** 

.131 

.016** 

.725 

.131 

.725 
Efficacy towards 21st Century Skills (3) 

Mean Scores 

Arts 

52.9208 
Commerce 

56.7736 
Science 

54.3441 
(1) Subjects        (J) Subjects  Mean Difference Sig. 
Arts                      Commerce 

Science 
Commerce           Arts 

Science 

Science                 Arts 

Commerce 

3.85279* 

1.42329 

3.85279* 

2.42950 

1.42329 

2.42950 

.001** 

.400 

.001** 

.068 

.400 

.068 
Efficacy towards Acquaintance to NEP 20202 (4) 

Mean Scores 



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8 

Arts 

37.2574 
Commerce 

40.9906 
Science 

40.1398 
(1) Subjects        (J) Subjects  Mean Difference Sig. 
Arts                      Commerce 

Science 
Commerce            Arts 

Science 

Science                 Arts 

Commerce 

3.73314* 

2.88236* 

3.73314* 

.85078 

2.88236* 

.85078 

.000** 

.005** 

.000** 

.613 

.005** 

.613 
*. The mean difference is significant at the 0.05 level. 

 

Table 8 shows a post hoc analysis of 4 dimensions of PES. Teachers of arts and commerce streams differ 

significantly (p<0.05) in terms of efficacy towards the teaching-learning process. In contrast, no significant differences were 

seen (p>0.05) in the mean scores of teachers of arts and science streams. A significant difference (p<0.05) was observed in 

the mean scores of teachers of commerce and arts and commerce and science streams towards the teaching-learning process. 

Science and arts teachers do not differ significantly (p>0.05). On the contrary, teachers of science and commerce differ 

significantly (p<0.05) in the teaching-learning process. The teachers of arts streams are better than those of commerce and 

science streams in dimension 1. In dimension 2, i.e., Efficacy towards professional development, it is seen that teachers of 

arts and commerce differ significantly (p<0.05), whereas teachers of arts and science do not differ significantly (p>0.05). A 

significant difference was seen in the mean scores of teachers belonging to commerce and arts streams (p<0.05), whereas 

no significant difference was observed in the mean scores of teachers of commerce and science streams (p>0.05). Again, no 

significant differences were found between science and arts teachers and science and commerce streams (p>0.05). The 

analysis also reveals that teachers of commerce streams are better than teachers of arts and science streams in dimension 2, 

as the mean scores of teachers of commerce streams are comparatively higher than teachers of arts and science streams. 

Dimension 3, i.e., Efficacy towards 21st-century skills, shows a significant difference (p<0.05) in the mean scores of teachers 

belonging to arts and commerce streams. In contrast, no significant differences were shown (p>0.05) in the mean scores of 

teachers belonging to arts and science streams. Teachers belonging to commerce and arts differ significantly (p<0.05). In 

contrast, teachers belonging to commerce and science, science and arts, and science and commerce do not differ significantly 

(p<0.05) towards 21st-century skills. Teachers of commerce streams are better than arts and science teachers in dimension 

3. In Dimension 4, i.e. (Efficacy towards Acquaintance to NEP 2020), a significant difference (p<0.05) was shown in the 

mean scores of teachers belonging to arts and commerce, arts and science and commerce and arts. Teachers of commerce 

and science do not differ significantly (p>0.05), whereas a significant difference was shown (p<0.05) in the mean scores of 

teachers belonging to the science and arts streams. In addition, no significant difference was observed (p>0.05) in the mean 

scores of teachers belonging to science and commerce. The analysis also shows that teachers of commerce streams are better 

than teachers of arts and science streams in dimension 4.  

 

Table 9. Results Pertaining Association between Levels of Quality of Life and Professional Efficacy and Categories of  

Undertaken Variables (Location and Streams 

 
QOL Location Rural Chi-Square PES Location Rural Chi-Square 

 54.33% (Level 1) **24.079 (p=0.001)  21.6% (Level 1) 1.380 (p=0.502) 

 31% (Level 2) (p<0.05)  47.5% (Level 2) (p>0.05) 

 14.66% (Level 3) 

Urban 

60% (Level 1) 

  30.9% (Level 3) 

Urban 

17.4% (Level 1) 

 

 24.66% (Level 2)   53.4% (Level 2)  

 

Streams 

15.33% (Level 3) 

Arts 

58.66% (Level 1) 

  

Streams 

29.2% (Level 3) 

Arts 

8.9% (Level 1) 

 

 25.66% (Level 2)   53.5% (Level 2)  

 15.66% (Level 3) 

Commerce 

 

12.459 (p=0.052) 

 37.6% (Level 3) 

Commerce 

 

**12.870 (p=0.012) 

 55% (Level 1) (p>0.05)  27.4% (Level 1) (p<0.05) 

 26.66% (Level 2)   48.1% (Level 2)  

 18.33% (Level 3) 

Science 

61% (Level 1) 

  24.5% (Level 3) 

Science 

21.5% (Level 1) 

 

 23% (Level 2)   50.5% (Level 2)  

 15.33% (Level 3)   28% (Level 3)  

*. The mean difference is significant at the 0.05 level.  
 

From the above table, it is stated that the chi-square value of location and quality of life of school teachers is 24.079 

(p=0.001), which is significant at 0.05 level of significance (p<0.05). Thus, there is a significant association between the 

quality of life and the location of school teachers. In addition, the chi-square value of levels of quality of life and subject 

streams of teachers is found to be 12.495 (p=0.052) at a 0.05 significance level (p>0.05). Therefore, no significant 

association exists between quality of life levels and school teachers' subject streams. Quality of life is dependent on the 

location of schools and independent of the subject streams of school teachers. It is evident that the null hypothesis (H5) is 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

9 

rejected, and the null hypothesis (H6) is not rejected. Again, the above table identifies that the Chi-Square value of location 

and level of professional efficacy is 1.380 (p=0.052), which is not significant at 0.05 level (p>0.05). Thus, no significant 

association was found between professional efficacy levels and school teachers' location. As the p-value is more significant 

than 0.05 (p>0.05), there is insufficient evidence to reject the null hypothesis H6. Thus, the null hypothesis H6 is accepted. 

The chi-square value of subject streams and level of professional efficacy is found to be 12.870 (p=0.012), which is 

significant (p<0.05). Therefore, it is investigated that there is a significant association between subject streams and school 

teachers' professional efficacy levels. Professional Efficacy is independent of the location of the school and dependent on 

subject streams. As the p-value is less than 0.05 (p<0.05), there is sufficient evidence to reject the null hypothesis H8. Thus, 

the null hypothesis H8 is rejected. 

 

Table 10. Results Pertaining Association between Quality of Life and Professional Efficacy 

QOL PES Chi-Square 

63% (Level 1) 19.3% (Level 1) **25.646 (p=0.001) 

22% (Level2) 

15% (Level3) 

50.8% (Level2) 

29.9% (Level3) 

(p<0.05) 

*The mean difference is significant at the 0.05 level     

The analysis of the above table shows the chi-square value of the above-mentioned categorical variables is 25.646 

(p=0.001), which is significant at 0.05 level of significance (p<0.05). Therefore, a significant association was shown 

between quality of life and professional efficacy. As the p-value is less than 0.05, it is evident that the null hypothesis H9 is 

rejected. The Quality of life and professional efficacy are dependent on each other.  

 

Table 11. Coefficient Correlation between Quality of Life and Professional Efficacy of School Teachers 

Quality of Life Pearson 

Correlation 

Quality of Life 

1 

Professional Efficacy 

.158** 
 Sig. (2-tailed)  .006 

 N 300 300 

Professional Efficacy Pearson 

Correlation 

Sig. (2-tailed) 

.158** 

.006 

1 

 N 300 300 

** Correlation is significant at the 0.01 level (2-tailed). 

 

The above table identifies the coefficient correlation between Quality of Life and Professional Efficacy, which is 

positive and statistically significant (p<0.05) at 0.01 level. Therefore, it is revealed that the Quality of life and professional 

efficacy of school teachers are positively correlated. If teachers have a positive quality of life, their professional efficacy 

will also be positive. Both quality of life and professional efficacy are interdependent.  

 

CONCLUSIONS 

The study was undertaken to assess school teachers' Quality of life and professional efficacy and to study its relationship 

with demographic variables (location of school and subject streams). The study results show that secondary and higher 

secondary school teachers of the northern district of West Bengal have an incredibly high quality of life and average levels 

of professional efficacy. A significant difference was observed between teachers of arts and commerce streams toward 

professional efficacy. Teachers with commerce streams are better than arts and science in their professional efficacy. The 

study also reveals a significant association between the location of schools and quality of life and between subject streams 

and levels of professional efficacy of school teachers in northern West Bengal districts. A significant association was also 

found between the categorical variables of Quality of life and professional efficacy. Finally, the study reveals a significant 

correlation between Quality of life and professional efficacy.  

Thus, the study concludes that integrating teachers' quality of life and professional efficacy with undertaken 

demographic variables has different impactful findings. The study's findings suggest that examining the different aspects of 

teachers' professional efficacy is necessary. A significant concern is a need for more proficiency in several areas related to 

professional effectiveness. Specific policies, practices, and training programs must be implemented at every stage of teacher 

education to raise school teachers' efficacy levels. So many teaching areas still need clear standards of practice, especially 

in technological aspects. If appropriately implemented, regular practices and efficient teachers' training programs in all 

spheres, workshops, and conferences to enhance teaching skills and knowledge can improve their professional efficacy, 

leading to enhanced teaching quality, student learning outcomes, and overall school success. It is also imperative to prioritize 

the quality of life of teachers, as it can positively impact professional performance, well-being, and the education system as 

a whole. The study also has some limitations. In the present study, numerous variables such as gender, teaching experience, 

age factors, and type of school were not considered. Hence, other researchers are recommended to investigate the 

relationship between teachers' quality of life, professional efficacy, and these variables. The other researchers are 

recommended to carry out the same study, adopting different research designs and methods to see whether the findings vary.  
 

 

 



Mukhia & Rao, Bangladesh Journal of Multidisciplinary Scientific Research 9(3) (2024), 1-11

 

10 

Author Contributions: Conceptualization, P.M and B.V. Methodology: P.M.; Software, P.M and B.V.; Validation, B.V.; Formal Analysis, P.M. 

Investigation, P.M.; Resources, B.V.; Data Curation, P.M. and B.V. Writing- Original Draft Preparation, P.M.; Writing- Review & Editing, B.V.; 

Visualization, P.M.; Supervision, B.V.; Project Administration, P.M. and B.V.; Funding Acquisition, P.M. and B.V. Author has read and agreed to the 

published version of the manuscript.  
Institutional Review Board Statement: RAC (Research Advisory Committee) waived ethical review and approval for this study because the research 

does not involve vulnerable groups or sensitive issues.  

Funding: The funding source for this research was provided through the UGC NON-NET Fellowship, Nagaland University (A Central University), 
Government of India. 

Acknowledgments: Not Applicable.  

Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 
Data Availability Statement: The data presented in this study are available upon request from the corresponding author. Due to restrictions, they are not 

publicly available.  

Conflicts of Interest: The authors declare no conflict of interest. 

 

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