Work engagement is defined as “a positive work-related condition that is characterized by vigor, dedication, and absorption, which is a general affective-cognitive state, and not a momentary state” (Schaufeli et al., 2002). Work engagement scores of Japanese are low (Shimizu et al., 2010), which is especially the case of teachers that are exhausted (Takagi, 2010). In 2010, MEXT advocated Social Skills Training (SST) as the core of new educational consultation techniques. However, it has been rarely conducted in Japan to date. Even when SST is undertaken, it is often conducted by specialists. It has been suggested that teachers might develop confidence if they conducted SST by themselves. This was also expected to increase their satisfaction with work and prevent burnout (Skaalvik, E. M.& Skaalvik, S.，2009), which could result in improvements to their work engagement. This study analyzed factors improving teachers’ self-efficacy for conducting SST.
A questionnaire assessing “Images of SST” and “Images of executing SST” was administered to teachers in Japan (N=175). 
The results of factor analysis indicated four sub-scales of teachers’ images of SST: “significant,” “stereotyping,” “expectations of results,” and “personality development.” Moreover, four sub-scales of teachers’ images of executing SST; “motivation,” “execution possibilities at schools,” “realistic estimates for preparation,” and “self-efficacy for execution.” Scores of SST images were high in both SST-experienced and SST-inexperienced groups. Moreover, a positive correlation was shown between SST images and images of SST execution. The scores of estimates for preparation and self-efficacy for execution were high in images of SST execution in the experienced group (p<.01).
Teachers had positive images of SST regardless of experience. Moreover, images of SST and images of executing SST were positively correlated. It is considered that negative SST images were not obstacles to conducting SST. Teachers having experienced SST could make realistic estimates of preparation and had high self-efficacy for execution. Experience of SST was a factor in improving the self-efficacy for conducting SST. Therefore, it is suggested that SST in which busy teachers could easily participate should be developed. It is concluded that such SST would improve the work engagement of teachers.

Factors improving teachers’ self-efficacy for conducting SST -to improve work engagement of teachers’ –