Abstract
This study is conducted to explore the differences among the self-efficacy beliefs of mentees (primary student teachers) with their mentors (in-service primary teachers) and the self-efficacy of teachers concerning their experience. Ninety participants (forty-five mentors and forty-five mentees) were selected randomly from a city in the northeast province of China. Five mentors from each of the nine schools were selected where mentees (student teachers) went for practicum during pre-service training. The mentees were surveyed after the completion of their practicum period. The descriptive survey design was adopted for the study. Teachers’ Sense of Efficacy Scale (long form) was used as a research instrument. There was no significant difference between the participants on the basis of experience. Further, there was no significant difference between the self-efficacy of mentors and mentees regarding sub-factors of self-efficacy; instructional strategies (IS), students’ engagement (SE) and classroom management (CM).
Syed Manzar Abbas, Muhammad Ajmal Khurshid, Syed Asad Abbas Rizvi. (2018) EXPLORING DIFFERENCES AMONG MENTORS’ AND MENTEES’ SELF-EFFICACY BELIEFS AT PRIMARY LEVEL EDUCATION IN CHINA, New Horizons, Volume-12, Issue 1.
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