Interpersonal Self Efficacy Among Teachers in Light of Two Variables: Gender (Male/Female) and Years of Experience

Abstract

The present study aimed to identify the level of interpersonal self-efficacy among a sample of male and female teachers in the National Charity Schools - Dubai branch, and the Modern Academic School; the study sample consisted of (N= 130) male and female teachers. The Arabian version of the teacher interpersonal self- efficacy scale was applied which consists of 24 items. The results showed a high level of interpersonal self-efficacy among the study sample. The study also found that there is no significant statistical difference between male and female teachers with different years of experience in perceived self-efficacy in classroom management. The perceived self-efficacy in eliciting support from colleagues was higher among male teachers with years of experience from 5 to less than 10 years comparison with male teachers with 1 to less than 5 years experience and male with 15 years experience or more with no significant statistical difference between female teachers with different years of experience. The results also showed that perceived self-efficacy in eliciting support from principals was higher among male teachers with years of experience from 1 to less than 5 years comparison with male teachers with 10 to less than 15 years experience and higher among male teachers with years of experience from 5 to less than 10 years comparison with male teachers with 10 to less than 15 years experience but less comparison with male teachers with experience 15 years or more. It also showed from the study results that perceived self-efficacy in eliciting support from principals was higher among female teachers with years of experience from 1 to less than 5 years comparison with female teachers with 5 to less than 10 years experiences