Teacher’s Efficacy as Predictor of Self- Efficacy Among Students In Pakistan

Abstract

The study examined the role of teachers’ self-efficacy as a predictor of general perceived self-efficacy among students. For this purpose, a sample of 300 teachers and 300 students was selected from different educational institutions of Pakistan. Teachers were categorized into two groups; experienced and inexperienced. To achieve the objectives of the study two instruments i.e.; Teachers’ self-efficacy Scale and General Self-efficacy Scale (GSES) were used. In addition short demographic sheets for the teachers and students were used indicating teachers’ institutional affiliation and experience, and students’ educational institutes, ages and gender. Part I of the study dealt with determining the psychometric properties of the scales and the pilot study and Part II consisted of the main study. Statistical analyses of the main study revealed a significant positive correlation between teachers’ self-efficacy and general self-efficacy among students. Experienced teachers showed more teachers’ self-efficacy as compared to inexperienced teachers. Overall mean scores of female students were comparatively higher on General self-efficacy scale as compared to the male students. Students belonging to the late adolescence showed more self-efficacy as compared to the students categorized as early adolescence group. Simple linear regression analyses suggested that teacher self-efficacy contribute positively to self-efficacy among students. Keywords - Teachers’ self-efficacy, General perceived self-efficacy