The Role of Professional Ethics and Professional Qualifications on Teacher's Self-Efficacy

Believes and attitudes were always as an important stimulus for human activities; so the present study aimed to investigate the role of ethics and professional qualifications of the teacher's self-efficacy.
This study was applied research and descriptive. Therefore, among the 660 community primary teachers from Shahindezh, 244 people (124 women and 120 men) were selected using stratified random sampling. According to the main purpose of the three questionnaire was used, self-efficacy beliefs, ethics and professional competence of teachers and the validity of the questionnaire study using Cronbach's alpha, respectively (α = 0.93), (α = 0.89) and (α = 0.97) was obtained and structural equation modeling techniques were used to analyze the data.
The results showed that the impact factor competencies and professional ethics on teacher's self-efficacy beliefs were, respectively, 0.55 and 0.36. The results also indicate that the values of normative chi-square, Root Mean Square Error of Approximation (RMSEA) and other indexes such as NFI, IFI and CFI each show includes the fitting from model structure, after the modification are desirable and it can be said that the final model fitted well.
According to the findings of this research, it can be claimed that professional ethics and professional competence of teachers has a positive and significant effect on their self-efficacy beliefs.