Self-Efficacy and Job Satisfaction among School Teachers: The Mediating Effect of Perceived Administrative Support

The present study aimed to assess the mediating role of perceived administrative support between self-efficacy and job satisfaction among school teachers in Pakistan. The study adopted a cross-sectional correlational design and used a purposive sampling technique to collect data from Lahore, Islamabad, and Sahiwal in Pakistan. Standardized questionnaires were used for data collection, and IBM SPSS version 26 was used for analysis. Findings revealed significant relationships among the study variables. However, perceived administrative support partially mediated the association between self-efficacy and job satisfaction. The study highlights important implications for enhancing teachers’ self-efficacy and administrative support to improve job satisfaction.