Abstract
This research examined the contribution of secondary school teachers’ professional self-efficacy and demographic factors (locality, gender, and discipline) on their performance. This study mainly focused on the three areas of impact of teachers’ professional self-efficacy i.e. students’ engagement, instructions strategies, and classroom management. A sample of 360 senior secondary school teachers (216 males and 144 females) was selected using stratified random sampling technique. A valid and reliable instrument of teachers’ self-efficacy was used to measure the professional self-efficacy of teachers. Data for teachers’ performance in terms of 10th grade students scores in different subjects was collected from the gazette of concerned Boards of Intermediate and Secondary Education. Data was analyzed using inferential statistics. To compare the different groups teachers based on different demographic characteristics for their self-efficacy and performance, t-test was applied. Regression analysis was used to find out the relative contribution of teachers’ profession self-efficacy and demographic variables towards teachers’ performance. The analyzed data revealed that demographic variables were not the significant contributors for teachers’ performance while professional selfefficacy was found to be a significant contributor towards teachers’ performance. Thus, the findings of this study leads to its implications for developing teachers’ professional self-efficacy through pre-service and in-service trainings.
Zohra Begum, Abdur Rahman, Muhammad Iqbal Majoka. (2020) Contribution of Professional Efficacy and Demographic Factors towards Performance of Secondary Schools Teacher, The Dialogue, Volume 15, Issue 1.
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