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 Teachers, The Dialogue, Volume 15, Issue 1.
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