







































Humanitas: Indonesian Psychological Journal  
Vol. 21 (2), August 2024, 134-142 

ISSN:  2598-6368(online); 1693-7236(print)                                                                 

       humanitas@psy.uad.ac.id            http://journal1.uad.ac.id/index.php/Humanitas                    http://doi.org/10.26555/humanitas.v21i2.278 

The role of self-efficacy and work engagement on the contextual 

performance of special guidance teachers 

Een Rohaeni1*, Aulia Aulia1 

1Faculty of Psychology, Ahmad Dahlan University, Yogyakarta, Indonesia 
Corresponding author: een2007044030@webmail.uad.ac.id 
 

 

This is an open access article under the CC BY-SA license. 

 

Introduction  

Special guidance teachers are those who teach children with special needs in inclusive 

schools. According to the Minister of National Education Republic of Indonesia (2009), the 

formal duties (task performance) of a special guidance teacher may include: conducting 

assessments, administration, and curriculum and home visits as well as organising special 

learning services, media adaptation and program development. They also have some 

responsibilities in managing special aids/ visual aids/ special books/ special media and 

carrying out special administration. In doing those formal duties, special guidance teachers 

need encouragement, motivation, dedication and fostering contextual performance, so that 

the implementation of this inclusion program runs well. 

Motowidlo and Van Scotter (1994) defined contextual performances as performances 

that do not directly contribute to the organisation's main technical process, but instead, they 

maintain the larger organizational, social, and psychological environment in which the 

technological core operates. It encompasses activities that improve the psychological climate 

and the viability of the social and organizational network, such as volunteering to complete 

tasks that are not formally part of the job, cooperating with others, and adhering to 

organizational rules, even when it is personally inconvenient. Morever, according to Van 

ARTICLE  INFO  

 

ABST RACT  

 

Article history 

Received December 7, 2022 

Revised December 15, 2023 

Accepted January 10, 2024 

 This research aims to examine the role of self-efficacy and work 
engagement on the contextual performance of special guidance teachers 
in inclusive schools. Participants in this research were 101 special 
guidance teachers consisting of 86 women, 15 men;  22 people aged 
<30 years, 87 people aged 30-50 years, and 3 people aged >50 years. 
The data was collected through three scales, namely the self-efficacy 
scale, the modified UWES scale, and the contextual performance scale 
and was analysed using the linear regression technique on  SPSS 25.00. 
The results showed that self-efficacy and work engagement together 
have a significant relationship to contextual performance with a 
magnitude of 31.2%. Partially, self-efficacy has a very significant role 
on contextual performance, with a magnitude of 13, 2%; likewise,  work 
engagement has a very significant role in contextual performance with 
a magnitude of 16,7%. These results have implications on how 
organisations may improve special guidance teachers' contextual 
performance by enhancing their self-efficacy and work engagement.  

    

 

Keywords 

Contextual performance  

Inclusive schools 

Self-efficacy 

Work engagement 

 

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Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

Scotter (2000) contextual performance becomes visible when employees voluntarily help 

colleagues who have difficulty completing their tasks, act with certain steps to establish good 

working relationships, or try their best to complete tasks on time.  

According to Borman et al., (2001) contextual performances are characterized by 

enthusiasm, which refers to the ability to maintain enthusiasm and work extra to complete 

the task; voluntary, which refers to the willingness to carry out tasks that are not formally 

related to work/duties; cooperate, which means helping and cooperating with others; comply 

with the rules, which means being able to follow the rules and procedures that exist within 

the organization and the support and defend the goals of the organization, that refers to the 

willingness to support and defend the organizational’s goals. 

In the context of special guidance teachers, contextual performance may involve 

assisting each other in completing administrative tasks, providing assistance to kids with 

special needs, and demonstrating initiative in completing critical job tasks. Cheasakul and 

Varma (2016) revealed that teachers with high contextual performance demonstrate their 

commitment to the organization by willingly taking on tasks beyond their job 

responsibilities, exceeding the assigned tasks, and taking on additional responsibility to 

ensure the efficient operation of their respective departments. They eagerly take on tasks that 

go beyond their allocated responsibilities in the subjects they teach as well as a high 

enthusiasm for teaching and are more persistent in facing the challenges of teaching children 

with special needs (Christian et al., 2011). 

Previous research found some factors that affect teachers’ contextual performance 

which cover both internal factors and external factors. The internal factors include emotional 

intelligence, self-efficacy, work engagement, extrinsic motivation,  organizational 

citizenship behaviour (Hao & Li, 2020; Laili et al., 2022; Salisu & Awang, 2018; Satriyono 

& Vitasmoro, 2018). The external factors encompass the organizational environment, 

leadership, perceptions of organizational support, and organizational culture (Aulia et al., 

2022). 

One internal factor affecting contextual performance is self-efficacy. Bandura (1997) 

defined self-efficacy as a person's belief in his ability to produce a performance that 

influences events and affects his life. This belief can determine how a person feels, thinks, 

motivates himself, and behaves. This belief creates various effects through four main 

processes, namely cognitive, motivational, affective and selection processes. That is, self-

efficacy is the belief in one's abilities that will determine the desired results of the main tasks 

carried out.  According to Bandura (1997), self-efficacy consists of three dimensions, namely 

magnitude, generality, and strength. Magnitude is related to the difficulty of a task. 

Generality means that it is related to the task, and refers to how much confidence a person 

has in carrying out the task. Strength refers to how strong or weak a person's belief in 

carrying out the task.  

Past research examined self-efficacy among teachers for example, Haddad and Thaleb 

(2016) found that self-efficacy was associated with higher performance among lecturers. 

Another research also found higher self-efficacy among vocational teachers was associated 

with performance and job satisfaction (Bustami et al., 2022). In inclusive school settings, 

Shade and Stewart (2001) found that many teachers in inclusive schools have low self-

efficacy as they are not confident in teaching children with special needs in inclusive schools 

which may reduce the quality of education. However, self-efficacy has not been examined 

in association with contextual performance, particularly among special guidance teachers.  

Self-efficacy is very important for teachers as it fosters the quality of student learning 

(Santrock, 2007). It is also important to enhance teachers’ confidence regarding their 

abilities to teach in inclusive schools. Moreover, self-efficacy is an important factor that 



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Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

affects the ability to teach students with disabilities more effectively (Sharma et al., 2015). 

Past research found that self-efficacy has a significant and positive correlation with task 

performance and contextual performance (Kappagoda, 2018; Salisu & Awang, 2018). 

Another factor influencing contextual performance is work engagement. Schaufeli and 

Bakker (2004) defined work engagement as  “a positive, fulfilling, work-related state of 

mind that is characterized by vigor, dedication, and absorption”. Kahn (1990) conceptually 

explains that work engagement emphasizes the involvement of a person in carrying out tasks 

by expressing himself physically, cognitively, and emotionally at work. Furthermore 

González-Romá et al. (2006), explained that work engagement is a positive, satisfying, 

work-related mindset characterized by passion, dedication, and appreciation. 

According to Schaufeli and Bakker (2004) work engagement is characterized by vigor, 

dedication, and absorption. Vigor refers to high energy, a willingness to invest energy in 

work, and perseverance in facing difficulties. Dedication refers to a strong involvement 

marked by enthusiasm, pride, and inspiration. Those with high dedication have a sense of 

significance, enthusiasm, inspiration, pride and challenge. Absorption is a condition in which 

employees feel that time is running fast and it is difficult to separate themselves from their 

work.  

Work engagement is important, particularly for special guidance teachers in inclusive 

schools as teachers with high work engagement demonstrate positive emotions such as joy, 

interest and enthusiasm as well as arousal in teaching that brings a positive learning 

atmosphere (Bakker & Bal, 2010). Past research found that work engagement has a strong 

correlation with performance among employees (Yao et al., 2022). Other research also found 

that work engagement was associated with teachers’ performance (Bakker & Bal, 2010). 

Moreover, it was also associated with tasks and contextual performances among special 

education teachers (Christian et al., 2011).  

Research about self-efficacy and work engagement and how those were associated 

with contextual performance among special guidance teachers in Indonesia was limited. This 

research is important to enhance the current knowledge regarding contextual performance, 

particularly among special guidance teachers as well as provide reference for institutions or 

counsellors in promoting employees’ contextual performance. Thus, this research examined 

whether self-efficacy and work engagement together have an association with contextual 

performance among special guidance teachers in inclusive schools?; does self-efficacy have 

a role on contextual performance?; does work engagement have a role on contextual 

performance?. We expected that self-efficacy and work engagement have a role on 

contextual performance. 

Method 

Research Approach  

This study used a quantitative approach through a survey to collect the data. 

Participants 

The participants were 110 special guidance teachers in inclusive schools in Bogor Regency, 

Indonesia with the criteria: special guidance teacher in inclusive school and still actively 

teaching until the time the research was conducted. Breaking down by gender yields 86 

females (55.9%) and 15 males (41.36%) representing a balanced gender distribution in this 



Humanitas: Indonesian Psychological Journal 137 
 

 

Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

student population. Breakdown by age resulted in 22 teachers aged <30 years, 87 teachers 

aged 30-50 years and 3 teachers aged >50 years.  

Instruments 

This study used three scales that were distributed online to respondents via Google Forms.  

Contextual performance was measured using the contextual performance scale that 

was adapted from the contextual performance scale compiled by (Aulia et al., 2022). This 

scale consists of 10 items which were developed based on the aspects of contextual 

performance (Borman et al., 2001) (i.e., enthusiasm, volunteering, cooperation, complying 

with regulations, and defending organizational goals). The scale had very good content 

validity indicated by Aiken V coefficients ranging from  0.75 to 1.00. The Cronbach alpha 

coefficient was 0.90 (Aulia et al., 2022). In this study, the alpha was 0.83. 

Self-efficacy was assessed using the self-efficacy scale adopted from the self-efficacy 

scale compiled by (Aulia et al., 2019). The scale consists of 12 items that measure three 

aspects of self-efficacy based on Bandura (1997) which include magnitude, generality, and 

strength. The scale had very good content validity indicated by Aiken V coefficients ranging 

from  0.66 to 0.88. The Cronbach alpha coefficient was 0.91 (Aulia et al., 2022). In this 

study, the alpha was 0.85.  

We used the Utrecht Work Engagement Scale (UWES) developed by Schaufeli and 

Bakker (2004) which was modified for the Indonesian context by (Aulia et al., 2019). This 

18-item modified Utrecht Work Engagement Scale has been validated by (Aulia et al., 2019). 

The scale had very good content validity indicated by Aiken V coefficients ranging from 

0.61 to 0.88 and the alpha reliability coefficient was  0.89 (Aulia et al., 2019). The current 

was 0.87. 

Data analysis 

The data was analysed using the linear regression technique conducted through  SPSS 25.00. 

Results 

Before carrying out multiple regression analysis techniques. We did several assumptions 

tests, the normality test, linearity test and multicollinearity test. The results of the normality 

test show the value of Kolmogorov Smirnov was p = 0.20 (p >  0.05), which means that the 

residual data was normally distributed. The results of the linearity test showed that the 

relationship between self-efficacy and contextual performance had a deviation from a 

linearity value of 0.25> 0.05 and a linearity significance value of 0.00 <0.05, meaning that 

the data was linear.  Likewise, the relationship between work engagement and contextual 

performance has a deviation from a linearity value of 0.68 > 0.05 and a linearity significance 

value of 0.00 < 0.05, meaning that the data was linear, so it can be concluded that the linearity 

prerequisites have been met. The results of the multicollinearity test showed that the two 

independent variables, self-efficacy and work engagement, have a tolerance value of 0.78 

>0 .10, meaning that there is no multicollinearity. Then based on the value of VIF obtained 

a value of 1.28 < 10, meaning that it does not occur between one independent variable and 

another independent variable.  

Based on the assumption and prerequisite tests of the normality, linearity, and 

multicollinearity that have previously been met, the data analysis in this study can be 

continued using multiple regression analysis techniques to test the hypothesis.  



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Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

The result showed that self-efficacy and work engagement were associated with 

contextual performance (R=0.55), and this relationship was quite strong with an Fcount of 

14.63 and a significance value of 0.000. It can be seen that the value of Fcount > Ftable is 

3.09 with a significance value of 0.000 < 1%, so it can be interpreted that self-efficacy and 

work engagement together have a very significant role on contextual performance. The 

magnitude of the effect of self-efficacy and work engagement can be seen from the value of 

R2=0.31, meaning that these two independent variables simultaneously contributed 31.2% to 

contextual performance, while 68.8% was affected by other variables. 

 

Table 1  

The Results of the T Test  

Dependent Variable: Contextual performance 

signifikansi p - value (*** p < 0.001). 

 
Based on Table 1, it can be seen that the self-efficacy regression coefficient value as a 

significance level of p=0.004 and a t-count value of 2.924. This shows that the t count > t 

table was 1.984 with p value 0.004 < 0.01, so it can be interpreted that self-efficacy has a 

very significant role on the contextual performance variable. Meanwhile, the contribution 

value of self-efficacy was 0.132. This value is obtained from the product of the Beta value 

of self-efficacy (0.285) and the correlation value (r = 0.464). The magnitude role of the self-

efficacy variable on contextual performance variables was 13.2%.  

On the work engagement variable, it can be seen that the value of the work engagement 

regression coefficient has a significance level of p= 0.001 and a t-count value of 3.485. This 

shows that the t count > t table is 1.984 with a significance value of p 0.001 < 0.01, so it can 

be interpreted that work engagement has a very significant role on contextual performance. 

Meanwhile, the contribution value of work engagement was 0.167. This value was obtained 

from the product of the Beta value of the work engagement (0.333) and the correlation value 

(r = 0.472). The magnitude role of the work engagement variable on contextual performance 

variables was 16.7 %.  

Discussion 

This research aimed to investigate the role of self-efficacy and work engagement on 

contextual performance among special guidance teachers in inclusive schools.  The result 

showed that self-efficacy and work engagement simultaneously have a role on contextual 

performance. This indicates that higher self-efficacy and work engagement will affect the 

increase in enthusiasm, their willingness to carry out, tasks outside of their formal duties, 

and their ability to cooperate with colleagues, comply with regulations, and support and 

defend the goals of the school. The study’s findings also support the research objectives that 

self-efficacy and work engagement are important factors in contextual performance at work. 

The magnitude of the relationship of the variables self-efficacy and work engagement on 

contextual performance is 31.2%.  

The results suggest that a special guidance teacher who is confident in his abilities has 

a sense of enthusiasm and satisfaction, is actively engaged in fulfilling his responsibilities 

and has the energy to dedicate to his work. They are also involved with their work, which 

Variable Beta Pearson Correlation T Sig  

Self-efficacy .285 .464 2.92 0.004 Significant 

Work engagement .333 .472 3.48 0.001 Significant 



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Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

makes them believe that time is running fast and it is difficult to stop working. The self-

confidence regarding their abilities will affect them in completing their tasks effectively so 

that contextual performance increases. On the other hand, those who  lack confidence in their 

abilities would experience pessimistic, and dissatisfaction, are less able to invest in their 

energy for work and are less attached to their working time will cause lower contextual 

performance.  

The results also showed that self-efficacy has a role on contextual performance. This 

indicates that special guidance teachers who have great and strong beliefs and the ability to 

complete any difficult task well will have a better willingness to help others, volunteer for 

extra work, and follow rules and procedures. When teachers feel confident in their ability, 

they also feel confident in being able to collaborate with parents, other professionals and 

colleagues, and teachers feel confident in being able to prevent and handle disruptive student 

behavior in the classroom. The results supported past research by Kappagoda (2018), that 

found that self-efficacy was associated with contextual performance among employees in 

banking organisations. Another research also found that self-efficacy was strongly related to 

contextual performance (Jawahar et al., 2008). The employees' confidence in their ability to 

organize and execute the necessary courses of action to complete the task has a significant 

and positive correlation with the additional role-supporting behaviours that are not directly 

related to their job.   

The results also showed that partially, work engagement has a role on contextual 

performance. This indicates that special guidance teacher who dedicates themselves to their 

work with great energy will affect their contextual performance. Teachers who are highly 

engaged in their work are able to invest their energy and persevere in resolving any issue 

while accomplishing their responsibilities as educators of children with special needs. They 

hold a strong sense of pride and enthusiasm and are motivated to complete their work 

efficiently. Additionally, they are willing to assist their colleagues, despite the fact that this 

is not part of their responsibilities. This result aligns with previous studies that showed that 

work engagement has a considerable relationship on contextual performance, such as 

research conducted by Laili et al. (2022) which revealed that work engagement partially 

contributed 40% on contextual performances. Moreover, (Christian et al., 2011; Putra & 

Darmastuti, 2021) also found that work engagement has a relationship with contextual 

performance.  

This research has implications on how schools may help special guidance teachers 

increase their contextual performance by increasing self-efficacy and work engagement 

through training or enhancing the individuals’ meaning of work as well as promoting 

organizational support.  This research also has limitations. First, the samples were relatively 

homogenous as those were recruited from one region, which limits the generalisation of the 

result. Future research needs to increase the number of respondents recruited from several 

regions in Indonesia or teachers in non-inclusive schools. Future research may also advance 

this research by involving those with different characteristics such as from non-teacher 

samples. Second, this research examined the direct relationships between self-efficacy, and 

work engagement and contextual performance which may lack an explanation regarding the 

underlying mechanisms explaining those relationships. Future research could advance the 

research by using more sophisticated methods and data such as LISREL or AMOS to test 

the model to examine the underlying mechanism explaining the relationships between self-

efficacy and work engagement and contextual performance or investigate other variables 

that may weaken or strengthen the relationships among those variables.  



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Rohaeni et al. (The role of self-efficacy and work engagement on the contextual performance of special guidance teachers)  

Conclusion 

Based on the results, it can be concluded that both simultaneously and partially self-efficacy 

and work engagement have roles on contextual performances among special guidance 

teachers in inclusive schools. These findings underline the importance of efficacy and work 

engagement for special guidance teacher in inclusive schools because increasing these two 

variables will also increase their contextual performance. These findings also have 

implications on how school management may increase teachers’ contextual performance by 

promoting their efficacy and the level of engagement with their work.  

Acknowledgment 

The authors thank all participants willing to be involved in this data collection  

Declarations  

Author contribution. The first author contributed to designing the study, collecting data, and 
writing the draft manuscript. The second author contributed to supervising study design, 
consulting data analysis, reviewing manuscripts, and finalizing manuscripts. 
Funding statement. None. 
Conflict of interest. The authors declare no conflict of interest. 
Additional information. No additional information is available for this paper. 
 

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