Abstract
The purpose of this investigation was to explore meanings of the
construct of teacher efficacy and its effect on teacher motivation. Teacher
efficacy comprises Teaching Efficacy (TE) and Personal Efficacy (PE) as
two constituent dimensions. The two interact in terms of their effect on
teacher motivation. More specifically we sought to find whether teachers
would be more motivated when levels of TE and PE were high than when
any one or both were low. In-service 227 secondary school teachers
completed three quarters of their M.Ed. training at the time of this
assessment and had, on average, 5.3 years of teaching experience. They
were administered Teacher Efficacy Scale along with three measures of
motivation namely Task Motivation, Ability-Effort Attribution and
Beliefs about Ability as Incremental Quality. Across the median split of
TE and PE scores four levels / groups of teachers were created to
compare strength as well as motivation pattern of these groups. One of
the findings was that task motivation and effort–attribution predicted TE
strongly (p <.01) but PE was predicted with ability attribution and
incremental ability percept in the inverse direction (p < .05).Thus PE
dimension was found different or independent from TE. However, levels
of analysis technique indicated that teachers high on both PE and TE
dimensions were motivationally adaptive: They dominantly attributed
‘effort’ as cause of success / failure unlike low PE and high TE groups
which displayed a mixed attribution of ‘ability’ and ‘effort’. Motivation
was modest where both the dimensions were weak. These findings bring
out the significance of both competence or teaching efficacy and
confidence or personal efficacy beliefs as reciprocally boosting teacher
motivation
Iftikhar Ahmad. (2011) Effect of Teacher Efficacy Beliefs on Motivation, Journal of Behavioural Sciences, Volume 21, Issue 2.
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