2020 SCIENCELINE

Journal of Educational and Management Studies

J. Educ. Manage. Stud., 10(3): 48-54, September 25, 2020

License: CC BY 4.0,

ISSN: 2322-4770

DOI: https://dx.doi.org/10.51475/jems.2020.6

The relationship between social support and quality of

working life with self-efficacy of high school principals

in Izeh city, Iran

Monireh Mokhtarzadeh

Department of English Language and Linguistics, Birjand University, Iran



Email: mokhtarzadehmonireh59@gmail.com

ABSTRACT

Original Article

The purpose of this study was to explain the relationship between social support and quality of

working life with self-efficacy of Izeh high school principals. In terms of nature and objectives,

PII: S232247702000006-10

Rec. 02 August, 2020

this study was a field study with correlational design. The statistical population of this study

Acc. 15 September, 2020

was the principals of Izeh secondary schools. In this study, a statistical sample of 250 people

Pub. 25 September, 2020

(125 men and 125 women who were selected by using random sampling method) was used to

Keywords

Social Support,

Quality of Working Life,

Self-Efficacy,

Managers,

Izeh

collect data from Phillips social support questionnaires, Shirer's self-efficacy, and Walton's

quality of life, and its reliability was confirmed. To analyze the information obtained from the

questionnaires, Pearson’s regression and simple correlation coefficient were used. The results

showed that the relationship between social support and quality of working life with self-

efficacy of high school principals Izeh have been significant.

environment where managers can work with more

desire and comfort, to achieve organizational goals

through using their maximum power (Kamalian et al.,

2010 ). One of the influencing factors on managers,

which attracted the attention of many researchers, is

self-efficacy. Self-efficacy is one of the variables that

by increasing the stressful effects of work on people

in the workplace, increases happiness, and indirectly

increases the level of satisfaction with people's lives

(Diener et al., 1986 ).

Perceived self-efficacy is not a measure of

personal skills, but means that one has come to

believe that one can perform tasks well in different

situations with whatever skill one has. Self-reported

ideas determine how people feel, how they think, how

they motivate themselves, and how they behave

(Abdullahi and Nave Ibrahim, 2006 ).

INTRODUCTION

The estimate of the return on investment in

education is the third millennium is the age of

management. Every group activity requires

leadership and management to organize and lead the

group's efforts to achieve specific goals. The success

of different organizations, especially educational

institutions, depends on efficient and effective

managers. Today, the lack of financial funding to

cover the current training costs has made

educational managers one of the most vulnerable to

pressure. The pressure of the educational

environment, especially the psychological pressure

on the principals, affect not only the principal

himself, but also the whole function of the

educational system, so the principals’ health and the

efficiency of the schools cannot be separated from

each other. As a result, it is necessary to pay attention

to recognizing the pressure of this group in the form

of maintaining human resources in the field of

human resource management and provide an

Bandura (1997) argues that self-efficacy is a

constructive ability by which a person's cognitive,

social, emotional, and behavioral skills are effectively

organized to achieve different goals (Bandura, 1997 ).

Bandura (2000) has defined self-efficacy as people's

To cite this paper: Mokhtarzadeh M (2020). The relationship between social support and quality of working life with self-efficacy of high school principals in Izeh city,

Iran. J. Educ. Manage. Stud., 10(3): 48-54. DOI: https://dx.doi.org/10.51475/jems.2020.6

J. Educ. Manage. Stud., 10(3): 48-54-, 2020

beliefs in their ability to perform tasks successfully.

Gates et al., (1999) also defined self-efficacy beliefs as

consequence of the process of comparing,

combining, and evaluating information about an

individual's abilities that affect his or her choice and

level of effort to perform tasks (Abdullahi and Nave

Ibrahim, 2006 ). Bandura (2000) argues that perceived

self-efficacy affects analytical strategies and

subsequently the organizational performance of

managers in an organizational environment.

Although there is little practical research on the

self-efficacy of school principals, the results are

interesting. Research by Zimmerman (1995) has

shown that self-efficacy beliefs are good predictors of

managers' behaviors. Rather, they control their

personal expectations to meet the conditions and

requirements (Nosrati Seraidashti, 2009 ). One of the

variables associated with self-efficacy is the quality of

working life. Robbins described the quality of

working life as a process by which an organization

responds to the needs of employees by expanding

mechanisms to allow them to fully participate in the

decisions that shape their lives at work. Quality of

working life is a multidimensional structure and may

not be a universal and immortal structure (Love and

May, 1998). In this regard, a high-quality work

environment is known as a basic condition and

background for automation and the empowerment of

human resources.

It has been observed in most researches that

people's self-efficacy beliefs can be more predictable

than other motivational variables such as self-

concept or self-esteem, and even in some cases more

than variables such as talent, achievement, major and

job selection, successful completion of a profession

and participating in activities (Pajares 1996; Schunk

et al., 1987). Self-efficacy beliefs affect people's

thinking patterns and emotional responses. As a

result of these effects, self-efficacy beliefs are strong

determinants and predictors of performance. For

these reasons, Bandura argues that self-efficacy

beliefs play a key role in people's lives (Bandura,

1986). Research has shown that beliefs about ability

have a positive effect on the use of performance, and

people with high self-efficacy use more strategies

than those who are self-doubt (Biabangard, 2007 ).

According to the above, examining the

relationship between social support and quality of life

with self-efficacy of managers is of special

importance and necessity and its results will help to

recognize the relationship between social support

and quality of life and self-efficacy and provide

appropriate solutions. Also, despite the fact that the

literature on job self-efficacy is expanding, according

to the available information, the self-efficacy of high

school principals has received less attention from

researchers and the factors predicting job self-

efficacy of principals have not been identified.

Among the mechanisms of employers and

managers, none is more influential than people's

beliefs about their ability to control performance

when faced with important life events. Self-efficacy

beliefs affect how people feel, think, how they

motivate themselves, and how they behave (Bandura,

The results of this study help planners,

designers and teachers, policy makers, and

programmers to design and develop more credible

and secure programs for students to use in

cyberspace by knowing more about their audience, as

well as identifying the impact of influential factors on

managers’ self-efficacy.

1997 ). Bandura (1997) defines self-efficacy as

person's belief that he or she can successfully

perform certain tasks and achieve reliable results.

According to Bandura, special expectations of

efficiency play a more vital role in human motivation

and action than other expectations. In the context of

Bandura's self-efficacy theory, it is stated that people

with strong beliefs about their abilities show more

effort and perseverance in performing their duties

than those who are skeptical about them (Biabangard,

2007 ). Today, self-efficacy beliefs are considered as

one of the most important and main factors in

explaining human behaviors (Bandura 1997 ).

Social support and self-efficacy

The results of determining the relationship

between social support, academic motivation, and

self-efficacy of high school students in Tabriz and

Azarshahr did show that there is a relationship

between social support and academic motivation

with self-efficacy (Yar Mohammadzadeh and

Feizollahi, 2016 ).

The results of the role of mediating self-efficacy

in the relationship between social support and

participation in physical activity of students of

Mokhtarzadeh 2020

Tehran University of Science and Research declared a

the internet. Haslam et al. (2006) stated a meaningful

relationship between the variables of self-efficacy and

social support.

positive and significant relationship between social

support and self-efficacy with participation in

physical activity (Agha Khan Babaei et al., 2016 ).

Also, in a study of the relationship between self-

efficacy and emotional intelligence and perceived

social support among students of Tehran University,

self-efficacy was directly and significantly associated

with all components of perceived emotional

intelligence and perceived social support (Rostami et

al., 2015 ). In another study, the relationship between

perceived social support and academic self-efficacy

with adaptation presented a significant relationship

between perceived social support and self-efficacy

with social adjustment. In a regression analysis using

simultaneous input, the predictor variables explained

34% of social adjustment (Alipour Birgani et al., 2015 ).

A study of the relationship between social

support and self-efficacy among employees of

Quality of working life and self-efficacy

There is a body of investigations regarding the

quality of working life and self-efficacy. In a study

entitled "Relationship between Motivation to

Progress and Quality of Work Life with Self-efficacy

of Employees of Selected Hospitals in Mazandaran

Province with Multidisciplinary Analysis and Role of

Adjustment of Organizational Ownership", there is a

relationship between work quality of life and self-

efficacy of selected hospital staff of Mazandaran

province (Hosseinian et al., 2016 ). Ghanbari and

Hemmati (2015) in a study entitled “Investigating the

relationship between quality of working life and self-

efficacy of primary school teachers in Hamadan”,

tried to show that there is a relationship between the

quality of working life and the self-efficacy of primary

school teachers in Hamadan. Ahmadi and Eghtesadi

military organizations perfectly expressed

relationship between social support and self-efficacy

among employees of military organizations (Zamani

et al., 2015 ). The study entitled "The Relationship

between Perceived Social Support and Student Self-

Efficacy", Tamanaifar and Leith (2013) stated that

there is a significant relationship between perceived

social support and self-efficacy. The results of the

regression analysis showed that family-perceived

support predicts self-efficacy. The results of a study

of the relationship between self-efficacy, social

support, and optimism in predicting mental well-

being to develop a structural model in students,

demonstrated an increase in self-efficacy, social

support, and students' optimism, a sense of well-

being and mindfulness in them (Shabani et al., 2012 ).

The relationship between social support and self-

efficacy in female nurses of the psychiatric group in

(2014) in

a study of the relationship between

emotional intelligence and quality of working life

with self-efficacy of Shiraz education staff presented

the results between emotional intelligence and

quality of working life with self-efficacy of Shiraz

education staff. The results also showed that there

was a relationship between all components of work

quality of life and self-efficacy of Shiraz education

staff. Nobakht (2011) in his study on the relationship

between quality of working life and self-efficacy of

primary school teachers in Golpayegan city

demonstrated a positive and significant relationship

between quality of working life and self-efficacy of

teachers. The study of "The relationship between self-

efficacy with emotional intelligence and perceived

social support in Tehran University students", we can

track down the fact that the components of social

support family support together 15% of Variance

explained self-efficacy, and family support had the

highest correlation coefficient with self-efficacy

(Rostami et al., 2010 ).

China illustrated that there is

significant

relationship between social support and self-efficacy

in nurses (Wang et al., 2015 ).

Yusliza (2012) in a study entitled “Self-efficacy,

Perceived Social Support and Psychological

Adjustment in International Undergraduate Students

in a Public Higher Education Institution in Malaysia”

found that self-efficacy and social support increase

students’ adjustment. Additionally, Chu (2010) in a

study entitled “Tangible family support and self-

efficacy” showed that tangible family support for

children is related to their self-efficacy in the use of

Hypotheses

Accordingly, the present study is an

investigation for the following hypotheses:

1- There is a relationship between social support

and quality of life and self-efficacy of high school

principals in Izeh city.

J. Educ. Manage. Stud., 10(3): 48-54-, 2020

2- There is a relationship between social support

principals in Izeh city. As can be seen in Table 1, the

total average of social support variable for high

school principals in Izeh is 19.30 and its standard

deviation is 3.09. These results show that the level of

social support of high school principals in Izeh is

higher than average. The average of social support

variable of male principals of Izeh secondary schools

is 17.89 and its standard deviation is 2.90, and the

average of social support variable of female principals

of Izeh secondary schools is 20.52 and its standard

deviation is 2.70. According to these results, the total

average of social support among female principals is

higher than that of male principals of Izeh secondary

schools.

and self-efficacy of high school principals in Izeh city.

3- There is a relationship between the quality of

life and self-efficacy of high school principals in Izeh

city.

METHODOLOGY

In terms of collecting data, the researcher used a

correlational research method. The statistical

population of this study includes all primary school

principals in Izeh. The sample in this study includes

250 managers (125 women and 125 men) in Izeh. This

number of sample individuals will be selected by a

simple random sampling method from Izeh

secondary school principals. In addition, in this study,

the following questionnaires have been used to

collect information:

Table1. Statistics of Social Support Variable among

High School Principals

In the present study, the self-efficacy

assessment of Shirer's questionnaire will be used.

This questionnaire has 17 questions and its purpose is

to measure the level of self-efficacy in people. The

reliability of this questionnaire has been reported in a

study conducted by Moghimi Fam et al. (2003) a =

82% and the obtained alpha is satisfactory. In Barati

and Ahmadi (2006) research, the reliability coefficient

of this test was obtained through the Spearman-

Brown method at 0.76 and with an unequal length at

0.76 and by using the method of halving Guttman

equal to 0.76. The 27-question questionnaire was also

used to measure the quality of working life, in which

Walton's questionnaire was used to measure the

quality of life of eight components and the

Additionally, Phillips questionnaire (1977) was used to

measure social support. The Phillips questionnaire

has 23 questions and its purpose is to measure the

level of social support in people. In this research, in

order to analyze the data, descriptive statistics

methods such as mean, standard deviation,

minimum, maximum, and frequency table are used,

and to test the hypotheses, Pearson's simple

correlation coefficient and regression are used.

Men

125

17.89

2.90

Total Social

Support

Women

Total

125

20.52

19.20

2.70

3.09

250

The table

2 shows the frequency, mean,

standard deviation, minimum and maximum scores

obtained in the quality of working life variable among

the principals of Izeh secondary schools. As can be

seen in Table 2, the total mean of working quality of

life variable of high school principals in Izeh is 19.92

and its standard deviation is 15.56. These results

show that the quality of the working life of high

school principals in Izeh city is average. The mean

quality of working life variable of male principals of

Izeh secondary schools is 86.54 and its standard

deviation is 13.40, and the mean quality of working

life variable of female principals of Izeh secondary

schools is 97.84 and its standard deviation is 15.57.

The table

3 shows the frequency, mean,

standard deviation, minimum, and maximum scores

obtained in the self-efficacy variable among Izeh

secondary school principals. As can be seen in Table

3, the total mean of the self-efficacy variable of Izeh

secondary school principals is 64.84 and its standard

deviation is 8.66. These results show that the self-

efficacy rate of Izeh secondary school principals is

moderate. Also, the mean of self-efficacy variable of

male principals of Izeh secondary schools is 63.04 and

RESULTS AND DISCUSSION

The table 1 shows the frequency, mean, standard

deviation, minimum and maximum scores obtained

in the variable of social support among high school

Mokhtarzadeh 2020

its standard deviation is 7.88 and the mean of self-

At the same time, the probability of regression

coefficients shows that social support with a beta

coefficient of 0.45 and a quality of working life with a

beta coefficient of 0.18 can predict school principals'

self-efficacy but among the two variables, predicting

social support is the best predictor of managers' self-

efficacy.

efficacy variable of female principals of Izeh

secondary schools is 66.65 and its standard deviation

is 9.05. These results show that the self-efficacy of

female principals is higher than that of male

principals of Izeh secondary schools. Accordingly,

hypothesis 1 focusing on the relationship between

social support and quality of working life with the

self-efficacy of school principals is attested.

Table 4. Multivariate Correlation Coefficients between

Social Support and Quality of Working Life with Self-

efficacy of School Principals

Table 2. Statistics of Quality of Working Life Variable

among School Principals

Total

Quality

Working

Life

B= -0.45

t= 7.78

p= 0.001

Men

125

86.54

13.40

114

women

Total

125

97.84

92.19

15.57

15.56

127

250

B=0.18

t=3.16

p=0.02

Table 3. Statistics of Self- Efficacy Variable among

School Principals

Hypothesis 2: There is a relationship between

social support and self-efficacy of Izeh city school

principals. The table below shows the relationship

between social support and self-efficacy of Izeh high

school principals in terms of Pearson's simple

correlation coefficient.

Men

125

63.04

7.88

Women

Total

125

66.65

64.84

9.05

8.66

250

Table 5. The Relationship between Social Support and

Self-efficacy of School Principals by Pearson Simple

Correlation Coefficient

Table 4 shows the coefficients of multivariate

correlation between social support and quality of

working life with self-efficacy of Izeh secondary school

principals in the inter method. As can be seen in Table

4, the analysis of regression by the inter method

shows the multiple correlations between social

support and quality of working life with the self-

efficacy of Izeh school principals MR = 0.545 and p <

0.001 at p < 0.05 is significant. These results show that

there is a significant relationship between social

support and quality of working life and self-efficacy of

Izeh school principals. In other words, through the

variables between social support and quality of

working life, it is possible to predict 30% variance of

the self-efficacy criteria of Izeh school principals.

Therefore, the null hypothesis (H0) is rejected and the

main research hypothesis (H1) is confirmed.

Self-efficacy of Izeh High School Principals

Variable

Correlation

Coefficient

Significance

Level

Frequency

Social

Support

250

0.52

p= 0.001

As can be seen in Table 5, the correlation

coefficient between social support and self-efficacy of

Izeh school principals is r = 0.299 and p = 0.001,

which is significant at p<0.05. These results show

that there is a significant relationship between social

support and self-efficacy of Izeh city school

principals. That is, the increase in the social support

score is accompanied by an increase in the self-

efficacy score of Izeh city school principals.

Therefore, the null hypothesis (H0) is rejected and the

second research hypothesis (H2) is confirmed.

J. Educ. Manage. Stud., 10(3): 48-54-, 2020

Hypothesis 3: There is a relationship between

the quality of working life and the self-efficacy of

high school principals in Izeh city.

According to the results of this study, the

quality of working life is significantly related to the

self-efficacy of school principals in Izeh. The results

obtained from the test of this hypothesis are similar

and coordinated with the results of Hosseinian et al.

(2016); Ghanbari and Hemmati (2015); Ahmadi and

Eghtesadi (2014); Rostami et al. (2010); Karimzadeh

Shirazi and Razavieh (2008); Mensah and Lebbaeus

(2013) and Shiow and Marilyn (2002). Therefore, in

order for self-efficacy, sustainability, and retention of

experienced and skilled workforce, attention to the

quality of working life in education requires the

attention of senior management of the Ministry of

Education and the Islamic Republic. In this regard,

according to the needs of education staff at different

levels of work, including material and professional

needs, the quality of life of their work can be reached

to the desired level and cause more self-efficacy of

employees in education. Given the conditions and

constraints in the environment, it is possible to

create a sense of inefficiency among employees,

teachers, and educators, and this thought has a

negative effect on their job performance and quality

of work. This feeling of inefficiency for the education

organization can cost problems such as delayed work

and dissatisfaction with the provision of education

services, so by improving the quality of working life,

we can largely prevent the dissatisfaction and

inefficiency of skilled and specialized staff.

Table 6 shows the relationship between work

quality of life and self-efficacy of high school

principals in Izeh city by Pearson simple correlation

coefficient. As can be seen in Table 6, the correlation

coefficient between the quality of working life and

the self-efficacy of Izeh school principals is r = 0.353

and p = 0.001, which is significant at p <0.05. These

results show that there is a significant relationship

between the quality of working life and self-efficacy

of Izeh school principals. This means that the

increase in the quality of working life score is

accompanied by an increase in the self-efficacy score

of Izeh city school principals. Therefore, the null

hypothesis (H0) is rejected and the third research

hypothesis (H3) is confirmed.

Table 6. The Relationship between the Quality of

Working Life and the Self-efficacy of School

Principals by Pearson's Simple Correlation

Coefficient

Self-efficacy of Izeh High School Principals

Variable

Correlation

Coefficient

Significance

Level

Frequency

Quality of

Working

Life

250

0.353

p=0.001

DISCUSSION AND CONCLUSION

REFERENCES

The research findings indicate a direct relationship

between social support and self-efficacy. The results

obtained from testing these hypotheses are similar

and coordinated with the results of the research of

Yar Mohammadzadeh and Feizollahi (2016); Agha

Khan Babaei et al. (2016); Rostami et al. (2015);

Nobakht (2011); Alipour Birgani et al. (2015); Zamani

Nasab and Fatji Ashtiani (2015); Tamanaifar and Leith

(2013), Shabani et al. (2012), Wang et al. (2015); Yusliza

(2012), Chu (2010) and Haslam et al. (2006). Therefore,

education officials and planners can increase the self-

efficacy of the teaching staff by planning training

programs and promoting social support, and parents

can increase social support by providing the

necessary emotional support for principals and

teachers, subsequently increase self-efficacy for

education managers and staff.

Abdullahi, B. and Nave Ibrahim, A.R. (2006). Employee

Empowerment: The Golden Key to Human Resource

Management, Tehran Virayesh Publishing. p. 45. Google

Scholar

Agha Khan Babaei, M., Ahmad Mozaffari, S.A. and Poursoltani

Zarandi, H. (2017). The role of self-efficacy mediation in the

relationship between social support and participation in

physical activity of students of Tehran University of Science

and Research”, Contemporary Research in Sports Management,

6(11): 63-71. PDF , DOI 10.22084/SMMS.2016.1612

Ahmadi, A. and Eghtesadi, S. (2014). A Study of the Relationship

between Emotional Intelligence and Quality of Work Life

with Self-Efficacy of Shiraz Education Employees”, Journal of

Educational Management Innovation, 9(2): 45. PDF

Alipour Birgani, S., Sahaghi, H. and Jolodari A., (2015). A Study of the

Relationship between Perceived Social Support and Academic

Self-Efficacy with Social Adaptability in Ahvaz Jundishapur

Students. Journal of Development Strategies in Medical

Education, 2(1): 37-27.

Bandura, A. (2000). Cultivate self-efficacy for personal and

organization Effectiveness Handbook of principles of

Mokhtarzadeh 2020

organization behavior’’ Oxford, UK: Blachwell, pp. 120-139.

Google Scholar

city. M.Sc. Thesis (Educational Science), Faculty of Social

Sciences and Psychology, Al-Zahra University, 1-15.

Bandura, A. (1999), Self-efficacy: the exercise of control, New York:

W. H. Freeman. Google Scholar

Nosrati Seraidashti, R. (2009). A Study of Self-Efficacy of Gilan High

School Principals and Its Relationship with Leadership

Effectiveness. M.Sc. Thesis (Educational Planning), Faculty of

Literature and Humanities, Department of Educational

Sciences, Kurdistan University, 4(12): 35-47.

Biabangard, A. (2007). Exam anxiety, Tehran: office of promoting

Islamic culture.

Barati, H., and Ahmadi, A. (2006). Differential item functioning in

high-stakes tests: The effect of field. Iranian Journal of

Applied Linguists, 9 (2): 27-49.

Pajares, F. (1996b). Self-efficacy beliefs in academic settings. Review

of Educational Research, 66, 543–578.

Rostami, R., Shah Mohammadi, Kh., Ghaedi, Gh.H. and Besharat, M.

A. (2015). The Relationship between Self-Efficacy with

Emotional Intelligence and Perceived Social Support in

Students of the University of Tehran”, Quarterly Journal of

Gonabad University of Medical Sciences and Health Services.

Shabani, S., Delavar, A., Bolooki, A. and Mam Sharifi, A. (2012). A

Study of Self-Efficacy Relationships, Social Support and

Diener, E., Emmons, L., Randy, J. and Griffin, Sh. (1986). The

Satisfaction with Life Scale. Journal of Personality

Assessment, 49 (1), 71-75. Google Scholar

Optimism in Predicting Mental Welfare to Develop

Structural Model in Students”, Quarterly Journal of Clinical

Psychology Studies. PDF

Gates D., Fitzwater, E., and Meyer, U., (1999). Violence against

caregivers in nursing homes: Expected, tolerated, and

accepted. J Gerontol Nurs. 5(25): 12-22.

Sherer, M., Maddux, J.E., Mercandante, B., Prentice-Dunn, et

all.(1982), “The self-efficacy scale: Construction and

validation”, Psychological Reports, 51, 663-671. Google

Scholar , https://doi.org/10.2466/pr0.1982.51.2.663

Ghanbari, S. and Hemmati, M. (2015). A Study of the Relationship

between the Quality of Work Life and the Self-Efficacy of

Teachers in Elementary Schools of Hamadan. Noor

Magazines. 15, 45-59.

Shiow, L.T. and Marilyn, H. (2002). Show more Self-care self-

efficacy, depression, and quality of life among patients

receiving hemodialysis in Taiwan”, International Journal of

Haslam, D.M., Pakenham, K.I. and Smith, A. (2006). Social Support

and Postpartum Depression Symptomatology: The Mediating

Role of Maternal Self-Efficacy”, Infant Mental Health Journal,

Nursing Studies, 39 (3), 245

- 251. Google Scholar ,

https://doi.org/10.1016/S0020-7489(01)00030-X

27,

276-291.

Google

Scholar ,

Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer model

attributes and children’s achievement behaviors. Journal of

Educational Psychology, 79, 54–61.

https://doi.org/10.1207/s15327752jpa4901_13

Hosseinian, F., Jahani, M.A. and Mahmoudi, Q. (2016). The

Relationship between Motivation for Progress and Quality of

Working Life with Self-Efficacy of Employees of Selected

Hospitals of Mazandaran Province with Multi-Group Analysis

and the Role of Organizational Property Modification”, First

National Conference on Organizational Transformation and

Innovation with Resistance Economy Approach.

Tamanaifar, M.R. and Leith, H. (2013). The Relationship between

Perceived Social Support and Student Self-Efficacy”, Journal

of Social Psychology. PDF

Wang, C. M., Qu, H. Y., & Xu, H. M. (2015). Relationship between

social support and self-efficacy in women psychiatrists.

Chinese Nursing Research, 2(4), 103-106. Google Scholar ,

https://doi.org/10.1016/j.cnre.2015.10.002

Kamalian, A. R., Yaghoubi, N. M., & Moloudi, J. (2010). Survey of

Relationship

between

Organizational

Justice

and

Empowerment (A Case Study). European Journal of

Economics, Finance and Administrative Sciences, 24, 165-171.

Yusliza, M.Y. (2012). Self-efficacy, Perceived Social Support, and

Psychological Adjustment in International Undergraduate

Students in

Malaysia. Journal of Studies in International Education, 16(4):

353-371. Google Scholar ,

https://doi.org/10.1177/1028315311408914

a Public Higher Education Institution in

Karimzadeh Shirazi, M. and Razavieh, A. (2008). Relationship

between quality of working life and self-efficacy of

Shahrekord teachers”, Journal of Shahrekord University of

Medical Sciences, 10(1):28-35.

Yar Mohammadzadeh, P. and Feizollahi, Z. (2016). Determining the

Relationship between Social Support, Educational Motivation

and Academic Self-Efficacy of High School Students in

Tabriz” Journal of Applied Sociology, 27(16). PDF , doi

10.22108/JAS.2016.20487

Mensah, A. O., & Lebbaeus, A. (2013). The influence of employees'

self-efficacy on their quality of work life: The case of Cape

Coast, Ghana. International Journal of Business and Social

Science, 4(2): 195-205. Google Scholar

Moghimi fam, P., & Saghazade, F. (2003). Research- descriptive

report: affairs performance of socially disadvantaged people

in the years 2001-2002.East Azarbaijan Welfare, Department

of Social Affairs. 112-128.

Zamani Nasab, R. and Fatji Ashtiani, A. (2015). A study between

social support and self-efficacy among employees of military

organizations”, Journal of Disciplinary Medicine, 5(1): 64-57.

Zimmerman, B. J. (1995). Self-efficacy and educational development.

In A.Bandura (Ed.), Self-efficacy in changing. New York:

Cambridge Univ. Press, 25, 202-231.

Nobakht, Z., (2011). The relationship between quality of working life

and self-efficacy of primary school teachers in Golpayegan