GENDER DIFFERENCES IN PRIMARY SCHOOL TEACHERS’ SELF-EFFICACY BELIEFS

Abstract

Researchers and academics have recently developed a great deal of interest in the beliefs of the self-efficacy beliefs of the teachers given the fact that such a construct promotes effectiveness to teachers and also obtains solutions to problems in teacher education. The literature shows that teachers’ self-efficacy beliefs influence classroom instructions, student learning and performance. The study was conducted to explore the primary school teachers’ self-efficacy beliefs with respect to gender. Teachers’ sense of efficacy scale was used to collect data from the participants. Findings revealed a significant difference between male and female teachers on student engagement and classroom management where male teachers were likely to be significantly better in classroom management and student engagement than female teachers. Article visualizations: