Relationship between teacher self-efficacy with quality of life in school, achievement motivation and academic achievement students

The purpose of this study is: The relationship between teacher self-efficacy with quality of life in school, achievement motivation and academic achievement of fifth grade students in Torbate heydarieh city. The research method is correlation. The population consisted of all teachers (n=42) and fifth grade students (n = 1297). Group of teachers (from census) and 295 students, according to Morgan formula determined by a random sample (7 people per class) were selected as samples. Means of measuring their self-efficacy questionnaire of TschannenMoran (2002), Quality of life in school of Anderson & broke (2000), achievement motivation of hermens (1997) and scores of science, mathematics and Persian were used. Pearson correlation coefficient and regression were used for data analysis. Results showed that teachers' self-efficacy and quality of life between school and student achievement, there is a significant positive correlation (p 0/05). Between teacher self-efficacy and student achievement there is no relationship (p 0/05). Between motivation and achievement of Persian studies, science and math, there is a negative relationship (p 0/05). Between quality of life and school achievement Persian subjects, science and mathematics, there is a significant positive relationship(p 0/05).Between Achievement Motivation and Quality of Life, Overall satisfaction, relationship with teachers, social solidarity, success, adventure and opportunity, there is no significant relationship(p 0/05). But there is a significant negative relationship between achievement motivation and negative affect (p 0/05). Teacher efficacy is capable of. /.13 schools and quality of life in. /.37 to explain changes in student achievement.