ABSTRACT
The aim of this study was to examine teachers‟ self-efficacy and job satisfaction. The specific objectives of the study were to: ascertain the beliefs of Junior High School teachers about self-efficacy, determine the beliefs of Junior High School teachers about job satisfaction, ascertain the relationship between teacher self-efficacy and job satisfaction, and find out the appropriate strategies for improving teachers self-efficacy. The research design adopted for the study was cross-sectional descriptive survey. The target population consisted of all the 135 Junior High School teachers in the 15 public Junior Hing School schools in the Oforikurom Sub-Metropolitan. From the target population, a sample of 72 Junior High School teachers was selected for the study using simple random sampling method. Questionnaire was used to collect the data. The study found that teachers have high efficacy for implementing alternatives teaching strategies in classroom, helping students to value learning, and helping students to think critically during lesson and foster student creativity. It appeared from the study that teachers are satisfied with the communication flow, rapport that they have with their colleagues, and recognition that they receive at workplace. The study found a positive and significant effect of self-efficacy on job satisfaction. It was concluded that that student engagement, instructional practices and classroom management influences job satisfaction of Junior High School teachers in Oforikurom Sub-Metro. It was recommended that school authorities should recognize teachers performance through praise, awards and incentives as a way of increasing teachers morale, productivity and competitiveness.
