Explores how self-efficacy influences the relationship between compassion and teacher performance perceptions, indicating targeted interventions are needed.
Key Points
The research aims to determine how teachers’ self-efficacy moderates the effects of workplace compassion on their performance perceptions.
Survey of 218 Italian public-school teachers measuring compassion, self-efficacy, and performance perceptions.
Used Confirmatory Factor Analysis (CFA) to validate measurement model.
Tested moderation hypotheses using path analysis with mean-centered variables.
Bootstrap confidence intervals (5000 iterations) established reliability of interaction effects.
Self-efficacy significantly moderated the effect of compassion on individual performance perceptions.
Teachers with low self-efficacy benefited more from compassion compared to those with high self-efficacy.
No significant synergistic effect of compassion on organizational performance perceptions was found.