TEACHERS’ SOCIAL RECOGNITION, PSYCHOLOGICAL OWNERSHIP, AND SELF-EFFICACY: A SYSTEMATIC REVIEW

Abstract

This systematic review aimed to integrate empirical findings pertaining to the links between teachers' social recognition, psychological ownership, and self-efficacy in the context of education. Teachers are central to school effectiveness, but if there are low levels of recognition for their professional contributions it could impact on their motivation, belonging, responsibility and confidence. The study used PRISMA 2020 guidelines to search for relevant articles in Scopus, Web of Science, ERIC, Science Direct, SAGE Journals, and Google Scholar from 2000 to 2026, and empirical studies were selected for inclusion. 312 records were found and after duplicate removal and screening and eligibility assessments 27 studies were included for final qualitative thematic analysis. The review focused on conceptualizations and assessments of social recognition, emerging connections between social recognition and psychological ownership, and the connections of both constructs and teacher self-efficacy. In the synthesis it was found that meaningful recognition from school leaders, colleagues, students, parents and school community is positively related to feelings of ownership, professional responsibility, motivation and confidence for teachers. Psychological ownership also turned out to be a possible mediator between recognition and teacher self-efficacy. The review identifies the need for recognition-based school cultures and suggests future longitudinal, intervention, and culturally sensitive studies.