Abstract
Teachers’ self-efficacy is assumed to be affected by self-esteem and teachers’ general self-efficacy. Self-esteem is considered to be a trait reflecting an individual’s characteristic affective evaluation of self (Gist & Mitchell, 1992). The current study explores the factors that would affect teachers’ efficacy in cultural context. In the current study 200 teachers participated from various public schools. Multivariate analysis of variance and correlational analysis were employed to understand the effect of self-esteem and self-efficacy on teachers’ efficacy. The results indicated significant relationship between teachers’ efficacy and general self-efficacy and self-esteem. It was found that low self-esteem and low general self-efficacy led to low teachers’ efficacy and consequently substandard performance in the class. On the contrary, high teachers’ efficacy was a reflection of high self-esteem and high general self-efficacy. Self-esteem influenced only in decision making, perceived education self-efficacy, perceived disciplinary self-efficacy, ability to get cooperation from community, and in the development of positive school environment of teachers’ efficacy. General self-efficacy influenced all the components of teachers’ efficacy except decision making and ability to influence school council/authorities. In the study, it was observed that self-esteem significantly influenced teachers’ efficacy.
Highlights
According to Bandura (1997) self-efficacy is the “beliefs in one’s capabilities to organise and execute the courses of action required producing given attainments” (p. 3)
Participants: The participants were 200 primary teachers who were employed in the government run schools of primary education
The second questionnaire was “general self-efficacy scale” (Schwarzer & Jerusalem, 1995). It consists of 10 items which measures to assess a general sense of perceived self-efficacy (I can always manage to solve difficult problems if I try hard enough, I can usually handle whatever comes my way)
Summary
According to Bandura (1997) self-efficacy is the “beliefs in one’s capabilities to organise and execute the courses of action required producing given attainments” (p. 3). The degree of self-efficacy is the product of both external (i.e., environment) as well as internal (i.e., cognitive, affective, biological and behavioural) factors (Evers et al, 2002). These factors appear to be interrelated and develop individual’s personality. The first one is the degree of teachers’ teaching efficacy This constitutes teachers’ beliefs in their abilities to influence student’s performance regarding other external factors (e.g., student’s personal environment) (Ashton & Webb, 1982). The term teachers’ efficacy means the extent to which teachers believe he or she has a capacity to affect student learning and achievement. The present research examines the relationship between teachers’ self-efficacy and self-esteem degree in the context of teaching efficacy
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