The present descriptive study aimed to explore influence of gender, professional
education and experience on self-efficacy beliefs of secondary school teachers.
Teachers’ Perceived Self-Efficacy Scale was adapted and distributed among 2400
randomly selected secondary school teachers in province Punjab. Response rate was
53%. Selected demographic groups were compared for significant differences by ttest, ANOVA and Post hoc Games Howell tests. It was concluded that gender had not
significantly influenced teachers’ self-efficacy while experienced and teachers having
bachelor degree were more self-efficacious than those having less experience and
having higher professional qualification. The findings of the study suggest that future
research should look more into the reasons behind poor performance of teachers
rather than gender and experience. Further, it should be probed why higher
professional qualification does not increase self-efficacy.
Fakhra Aziz, Uzma Quraishi. (2017) Influence of Gender, Professional Qualification and Job Experience on Secondary School Teachers’ Self-Efficacy, , Volume-11, Issue-2.
