Table 2.
Correlations between efficacy and well-being.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
|---|---|---|---|---|---|---|---|---|---|---|
| Efficacy (TSES) | ||||||||||
| Instructional strategies | --- | |||||||||
| Classroom management | 0.667** | --- | ||||||||
| Student engagement | 0.751** | 0.782** | --- | |||||||
| Overall sense of efficacy | 0.877** | 0.902** | 0.927** | --- | ||||||
| Well-being (PERMA) | ||||||||||
| Positive Emotion | 0.350** | 0.454** | 0.506** | 0.477** | --- | |||||
| Engagement | 0.388** | 0.444** | 0.501** | 0.482** | 0.652** | --- | ||||
| Relationship | 0.301** | 372** | 0.434** | 0.404** | 0.698** | 0.491** | --- | |||
| Meaning | 0.462** | 0.560** | 0.601** | 0.586** | 0.750** | 0.598** | 0.598** | --- | ||
| Accomplishment | 0.496** | 0.566** | 0.632** | 0.610** | 0.666** | 0.656** | 0.517** | 0.734** | --- | |
| Overall well-being | 0.459** | 0.557** | 0.619** | 0.574** | 0.901** | 0.803** | 0.780** | 0.861** | 0.828** | --- |
**Correlation is significant at the 0.01 level (two-tailed). 1, instructional skills (TSES); 2, classroom management (TSES); 3, student engagement (TSES); 4, overall sense of efficacy (TSES); 5, positive emotion (PERMA); 6, engagement (PERMA); 7, relationship (PERMA); 8, meaning (PERMA); 9, accomplishment (PERMA); 10, overall well-being (PERMA).