Causative Factors behind an Efficacious Teacher: Evaluating Teacher Efficacy

Sadia Batool,Syed Mubarak Abbas Shah,Shuai Li

doi:10.14302/issn.2644-1101.jhp-18-2261

Abstract

In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers teaching uncrowded classes are more efficacious than those teaching crowded classes.

Highlights

Life’s decisions are predominantly based on the beliefs that individuals hold and value
Teacher efficacy is a complex of beliefs that teachers hold about their own usefulness and efficiency based on their classroom management skills (Romi & Leyser, 2006)[31]
The main objective of the research was to find out the effect of institution type, teaching experience, subject specialization, teacher gender and number of students in a classroom on teacher efficacy

Summary

Introduction

Life’s decisions are predominantly based on the beliefs that individuals hold and value. Teachers’ beliefs pertaining to their instructional capabilities determine how they comport, take decisions and manage their classroom environment on a daily basis (Pajares, 1992 and Hoy, & Perry, in press)[26,39]. These are the ideas, attitudes or notions that impact how teachers visualize teaching. Teacher efficacy is a teacher’s belief or conviction in his or her personal or self-efficacy with regard to his or her teaching competence originating from a strong sense of self-adequacy and personal insight These invariably impact the performance of a teacher as well as that of his or her students (Batool, Arif & Parveen, 2012)

Objectives

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Results

Discussion

Conclusion