Abstract
<p>Teacher self-efficacy is one of the important variables to bring change in students’ learning. The current study aimed to assess teachers’ self-efficacy beliefs on four sub-scales; namely, classroom management, persistent behaviour, classroom anxiety and professional mastery, in the context of Saudi Arabia. The key objective of the study was to determine teachers’ self-efficacy beliefs on these sub-scales in relation to gender, age, professional qualification, level of teaching, and job experience. A random sample of 168 male and 106 female teachers was selected from two public and two private schools in Jeddah. A Teachers’ Self- Efficacy Beliefs scale developed by Shaukat (2011) was administered to collect data from teachers; the results for this study reported .89 overall reliability of the scale, .72 for classroom management, .73 for persistent behaviour, .66 for classroom anxiety and .76 for professional mastery. Data were analysed using the t-test and ANOVA to determine the impact of demographic variables on the four sub-scales of self-efficacy beliefs. Results showed significant differences between the self-efficacy beliefs of male and female teachers; BA, MA and PhD qualified teachers; primary and elementary and secondary school teachers; and public and private teachers with regard to classroom management, persistent behaviour, classroom anxiety and professional mastery. This study has possible implications for policy makers and teacher educators.</p>
Highlights
Teacher self-efficacy is a significant feature of teacher quality that makes a teacher determined to bring about change in students’ learning (Pendergast, Garvis, & Keogh, 2011; Lee, Cawthon, &Dawson, 2012)
Pertinent international literature self-efficacy reviews are mainly of western origin (Lin & Gorrell, 2001; Shaukat, 2011), so it is for this purpose that an investigation of teacher self-efficacy beliefs in the context of Saudi Arabia is important
The current study focused on exploring differences in self-efficacy beliefs of in-service teachers in the context of Saudi Arabia
Summary
Teacher self-efficacy is a significant feature of teacher quality that makes a teacher determined to bring about change in students’ learning (Pendergast, Garvis, & Keogh, 2011; Lee, Cawthon, &Dawson, 2012). This study will check in a very different cultural context whether there are significant impacts of demographic variables (gender, age, experience and level of teaching) in the development of self-efficacy beliefs of in-service teachers. Bandura stated that human behaviour is driven by the interface of two kinds of expectations: self-efficacy expectation and outcome expectancy The former refers to “peoples’ judgments of their capability to undertake and execute successfully a specific task in a specific context, and the latter including judgments about the likely consequences that this performance would bring about” These beliefs play a dynamic role in the attainment of knowledge construction on which skills are established and regulate interest for the probable results of one’s hard work
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
