Unveiling the mediating role of teachers’ self-image in the link between collective efficacy and professional commitment

Abstract

This study explores the relationships among collective teacher efficacy (CTE), teachers’ self-image, and teacher commitment in Ethiopia, using structural equation modeling with 342 primary and middle school teachers. Results show that CTE significantly predicts teacher commitment (β = .22) and self-image (β = .55), while self-image strongly influences commitment (β = .82), explaining 67.24% of its variance. Self-image partially mediates the CTE–commitment link (indirect effect β = .46; total effect β = .68), with the model explaining 93% of the variance in commitment. In a context challenged by low incentives, the findings emphasize the importance of strengthening CTE through collaboration and enhancing self-image via professional development to boost commitment. The study provides new insights into the mediating role of self-image and offers a useful framework for improving teacher motivation and educational outcomes.