Introduction and Objective: Teacher productivity is influenced by factors such as self-efficacy and perceived organizational support. This study examines the effect of these two factors in predicting the productivity of elementary school teachers in Kazerun city. The aim of this study was to predict productivity based on self-efficacy and perceived organizational support in elementary school teachers in Kazerun city.
Research Methodology: The research method was a descriptive correlational type. The statistical population of this study is teachers in Kazerun city, of which 654 were male teachers and 1050 were female teachers. From among them, 300 were selected. The Cochran formula was used to obtain the sample size. Using the Morgan and Krejci table, 313 people were selected and 300 questionnaires were collected. The data collection tool was the Vatankhah et al. (2017) Support Questionnaire, the Teacher Self-Efficacy Scale of Shannon, Moran, and Woolfolk (2001), which previous researchers have reported to have good validity and reliability. SPSS 26 software and Pearson correlation coefficient and regression tests were used to analyze the data.
Findings: The results of the study showed that productivity has a significant relationship with self-efficacy and perceived organizational support of elementary school teachers in Kazerun city. The components of perceived organizational support can predict the productivity of elementary school teachers in Kazerun city. The components of self-efficacy can predict the productivity of elementary school teachers in Kazerun city.
Conclusion: Increasing self-efficacy and perceived organizational support can lead to improved productivity of elementary school teachers. This finding highlights the importance of strengthening organizational support and enhancing teachers' sense of self-efficacy as effective factors in increasing their educational performance.