A Study on Teachers’ Sense of Self-Efficacy in Defence Authority Educational Institutions, Karachi, Pakistan

Rukhanda Jabeen,Azhar Iqbal Khan

doi:10.22555/ijelcs.v6i2.38

Abstract

The purpose of this study was to investigate the extent to which teacher efficacy is understood by the Defence Authority Institution's teachers and the extent teacher efficacy behaviors were practiced in the Defence Authority Institutions. A survey research design was chosen for this quantitative study, which focuses on teachers’ perceptions about teacher efficacy in Defence Authority Institutions schools. Data was collected through the Teacher Sense of Efficacy Scale (TSES) which is a 24-item measure of three subscales: Efficacy in Student Engagement, Instructional Strategies, and Classroom Management developed by Tschannen-Moran and Hoy (2001), and it is also called the Ohio State Teacher Efficacy Scale (OSTES). This scale was used to collect data from the teachers of Defence Authority Institutions schools to examine their perceptions about teacher efficacy. Data were collected from 393 Defence Authority Institution's teachers. The survey consisted of two sections. Part 1 requested demographic data and Part 2 contained 24 items of the TSES (Long Form instrument). Eight findings emerged after analyzing the data. These findings indicated that the teachers had a strong understanding of teacher efficacy and practiced teacher efficacy behaviors associated with improving the teaching and learning process. However, the findings also illustrated that the Defence Authority Institutions needed to include teacher efficacy as part of a sustained professional development program. Recommendations were provided to facilitate the improvement and strengthening of teacher efficacy across the Defence Authority Institutions of Pakistan.

Highlights

Page no. 80Jabeen & Khan failure is dependent on adequate or inadequate availability of qualified, competent, experienced and dedicated teachers.Adesina et al (2016) examined the teachers’ Attitude, Years of Teaching Experience and SelfEfficacy as Determinants of Teachers’ Productivity in Teachers’ Professional Development Programme in Ibadan Metropolis, Oyo State, Nigeria
The study concluded that the teachers with self-efficacy are prone to better teaching professional productivity while those with low self-efficacy are likely to have weak teaching productivity
The influence of teacher characteristics such as gender, educational qualifications and teaching experience has been examined as the major factors affecting students' achievements by different researchers (Rivkin et al, 2005)

Summary

Introduction

Page no. 80Jabeen & Khan failure is dependent on adequate or inadequate availability of qualified, competent, experienced and dedicated teachers.Adesina et al (2016) examined the teachers’ Attitude, Years of Teaching Experience and SelfEfficacy as Determinants of Teachers’ Productivity in Teachers’ Professional Development Programme in Ibadan Metropolis, Oyo State, Nigeria. The influence of teacher characteristics such as gender, educational qualifications and teaching experience has been examined as the major factors affecting students' achievements by different researchers (Rivkin et al, 2005). These specific teacher factors that influence students’ academic achievement has never been on consensus. Teachers’ professional qualifications and experience are always regarded as an added feather in their cap, which provides a guideline to them in their teaching practices. Their sense of self-efficacy and professionalism play an inevitable role

Objectives

Methods

Results