Self-Efficacy Among Secondary School Teachers Across Gender and Type of School (original) (raw)
Related papers
A Study of Self – Efficacy among Elementary School Teachers
2017
The success of educational system lies on the shoulders of the teacher. Teacher plays a vital role in the curriculum transaction of the various factors that affect the ability of the teacher. Self -efficacy has been recognized as an important variable. The present study has been designed to study the perceived self-efficacy of government elementary school teachers of Punjab in relation to their gender, location, experience and educational qualifications. A sample of 815 elementary school teachers was collected by using multi-stage random sampling technique from six districts of Punjab selected on the basis of their high & low literacy rates. The translated version of General Self-efficacy scale by Jerusalem and Schwarzer (1995) was used. The results revealed that Gender, locale, experience and education qualifications do not have any significant impact on self efficacy of Elementary school teachers.
A Comparative Study of Self-Efficacy of Public and Private School Teachers at Elementary Level
2017
Self-efficacy of teachers plays an important role in learning process. The purpose of this study was to investigate the self-efficacy between public and private school teachers at elementary level. Objectives of the study were to examine the self-efficacy of public and private elementary school teachers, to compare the self-efficacy of public and private elementary male school teachers, to compare the self-efficacy of public and private elementary female school teachers, to determine the difference between self-efficacy of male and female teachers teaching at private elementary schools and to determine the difference between self-efficacy of male and female teachers teaching at public elementary schools. The sample of the study consisted of 100 respondents consisting 51 males and 49 females elementary school teachers. Teacher Self-Efficacy Scale developed by Bandura (2006) was used as research instrument for data collection. t-test was used for statistical significance of data. Resu...
IRJET- SELF-EFFICACY AND TEACHER-EFFECTIVENESS OF SECONDARY SCHOOL TEACHERS
IRJET, 2021
The quality of education depends largely on the performance of teachers, as the teacher is considered to be the center of the teaching learning process. But it is not easy to establish teacher's success and failure. Teacher effectiveness has been a concern not only for parents and students but also for policy makers, researchers, and academics. Based on the concept of "self-efficacy" theory (Bandura, 1977), the purpose of this paper is to examine the relationship between self-efficacy and teacher effectiveness of school teachers. Often, teachers are regarded to play a crucial role in shaping the students who are considered to be the nation's future. The teachers teaching in secondary schools of Patna, Bihar are taken as the population for the study. The investigator adopted the Survey Method to explain the existing status of the event under investigation and to obtain reasonable conclusions from the facts obtained. The researcher used the Self-efficacy Inventory and the Teacher Effectiveness Scale to obtain the data. The researcher used stratified random sampling technique to select the sample. The sample consisted of 258 secondary school teachers of Patna. The results of this study demonstrate the relationship between self-efficacy and teacher effectiveness in secondary school teachers.
Self-efficacy Beliefs of English and Urdu Medium Schools’ Male and Female Teachers
Global Social Sciences Review, 2018
This research explores the difference in self-efficacy beliefs by gender and language of instruction of teachers. This descriptive study uses survey. The multistage stratified random sampling is employed to choose the sample for the study. The sample comprises 1761 teachers: 880 male and 881 female teachers from 419 primary, middle and high school. Out of 1761 teachers 923 are from English medium and 838 are from Urdu medium schools. The schools are selected from nine districts of the Punjab. The data are collected by using Teachers’ Sense of Efficacy Scale. The t-test and ANOVA are run to find mean self-efficacy. The study finds self-efficacy level of teachers from Urdu medium schools being higher than teachers from English medium schools. No difference in self-efficacy by gender is reported. It is further concluded that effect of medium of instruction on self-efficacy does not depend upon gender.
DESCRIPTIVE STUDY OF TEACHER SELF EFFICACY WITH GENDER PERSPECTIVE IN KINDERGARTEN TEACHERS
Southeast Asia Psychology Journal, 2023
teachers are not always sure with their own abilities when teaching, hesitant to take action when they meet students who are considered difficult to direct and need support to communicate student progress to parents. The competence of teachers is based on belief in their own abilities, named selfefficacy. Teacher self-efficacy is the belief that a teacher has ability to teach, manage classes, make decisions, motivate and communicate with students effectively. Objective: describe teacher self-efficacy and to prove differences in teacher self-efficacy levels based on gender of kindergarten teachers in Tangerang, Indonesia. Methods: quantitative research using survey research methods with the non-probability sampling technique of the convenience method. The research subjects (N = 54) were kindergarten teachers. The descriptive statistical test in this study used a comparison between the hypothetical mean scale and the empirical mean. The Crosstabs method to see the relationship between teacher self-efficacy based on gender and the Explore method to determine teachers who have the highest and lowest levels of teacher self-efficacy based on gender. Results: with a measurement scale of 1-7, the hypothetical mean is 4 < 5.3188 the empirical mean of teachers' selfefficacy, shows that kindergarten teachers have a high level of teacher selfefficacy. In addition, Chi-Square = 48,938 with a significance value (p) 0.049 <0.05, shows that there is a significant relationship to the teacher self-efficacy based on the gender of kindergarten teachers in Tangerang. Conclusion: kindergarten teachers at several kindergarten school in Tangerang have a high level of teacher self-efficacy and there is a significant relationship between teacher self-efficacy and gender.
2016
All the teachers have the ability to teach but what is more important is the belief in their ability to teach. The present research study was undertaken to investigate self-efficacy of secondary school teachers and how it is influenced by gender, teaching experience and change proneness. Descriptive survey method was employed for the present investigation. Incidental sampling technique was used to select the sample of 1048 teachers from eight districts of Himachal Pradesh. Change Proneness Inventory by Dr. M. Mukhopadhhyay (2012)and self-developed teacher self-efficacy scale were used to collect data. The data were analyzed by descriptive statistics and two way analysis of variance. It was revealed that the male teachers were more self-efficacious as compared to female secondary school teachers. Change proneness was found to be a significant variable in influencing self-efficacy of secondary school teachers in a positive manner. None of the interactional effects was found to be sign...
TEACHERS SELF-EFFICACY SCALE: DEVELOPMENT AND VALIDATION
Review of Research, 2019
The present investigation analyzed that Goodness of Fit Test and a total correlation coefficientof scores on the Teacher's Self-Efficacy Scaleacross the sample of 50 teachers of Dindigul District of Tamil Nadu, India.Self-efficacy theory posits that self-efficacy persuasions are connected to exact exercises.The reference indicates for decisions tend to be innate within the task prerequisites. Therefore it was assumed that the Teacher Self-Efficacy included fourdimensionexercises to be specificPerformance outcomes, Self-Modelling,Verbal Encouragement,andEmotional State. The table shows that nine items are detained on the scale. And, 41 items are selected out of 50 items. The reliability of Teacher's Self-Efficacy Scale was established by calculating Cronbach's alpha and Split Half methods. The split-half reliability value is 0.744 (N=41), and the Cronbach's alpha reliability value is 0.900 (N=41).
Comparative Study to Investigate the Sense of Teacher Efficacy between Male and Female Teachers
Asian journal of management sciences & education, 2015
The purpose of the study was to investigate the sense of efficacy between male and female teachers in Attock, Pakistan. Teacher’s efficacy is a simple idea with significant implications. The sample of the study consisted of 70 respondents consisting 35 female and 35 male elementary school teachers from District Attock. It was a survey type study. A questionnaire was developed in Urdu Language based on Tschannen – Moran and Hoy, (2001) teacher efficacy scale. To analyze the data, ttest was used. Female teachers have better self-efficacy than male teachers. Female teachers have higher self-efficacy than males on efficacy to influence classroom management, instructional strategies students, engagement subscales. Female teachers performed better due to their high perception in their self-efficacy than male teachers in the public elementary schools in district Attock.
Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya
Academic Journal of Interdisciplinary Studies, 2015
The study investigated the influence of gender on teachers' self-efficacy in public secondary schools of Kisumu County, Kenya. Bandura's (1989) Social Cognitive Theory guided the study. The study employed the mixed methods approach within which a concurrent triangulation design was used. The target population was 1790 teachers in 143 public secondary schools from which a sample size of 327 teachers was drawn using stratified random sampling. Questionnaires and interview schedule were used to collect data. Piloting helped to clarify the test items, determine construct validity (r = 0.564 for items expected to have similar responses and r =-0.325 for items expected to have different responses) and establish internal reliability (Cronbach's = 0.9976). Two experts in Educational Psychology established face validity of the data collection instruments. Qualitative data was transcribed verbatim and analyzed thematically while quantitative data was analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). The MANOVA results revealed that there was no statistically significant influence of gender on teachers' self-efficacy, but the qualitative results revealed that gender had an influence on self-efficacy of teachers in coeducational and Boys' schools. The study recommended that teacher counsellors be empowered to counsel female teachers on the challenges of teaching in coeducational and Boys' schools.
Strategies for Enhancing Teachers’ Self-efficacy in Secondary Schools
Asian Research Journal of Arts & Social Sciences
Aim: To determine strategies for enhancing self-efficacy among secondary school teachers. Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 12 teachers was drawn using strategic sampling. Study Design: A mixed method approach and a concurrent triangulation design were adopted. Place and Duration of Study: Teachers in public secondary schools in Kisumu County, Kenya, between June 2016 and September 2016. Methodology: Interview schedule was used to collect qualitative data. Interview schedule was piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically. Conclusion: The qualitative findings revealed that better remuneration, improvement in working conditions, capacity-building programs and facilitative style of leadership were effective strategies in enhancing teachers' self-efficacy.