LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 9 September 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Role of Gender and Teaching Experience on Teachers’ Self-Efficacy

Naushaba Atta, Ph.D.
Nadeem Ahmad, M.S. Education
Maqsood Ahmed, M.Phil. Education
Zeenat Ali, M.Ed.

Abstract

Present study was aimed at assessing the level of self efficacy in elementary and secondary school teachers. It was hypothesized that there is no significant difference in the mean scores on “Teacher Self Efficacy Scale” between male and female teachers, and there is no significant difference in the mean scores on “Teacher Self Efficacy Scale” among teachers having different total job experience. Sample was consisted of 58 teachers out of which 30 were male teachers and 28 were female teachers. Sample was conveniently selected. Self efficacy was measured using Teachers Self Efficacy Scale developed by Bandura. t-analysis showed that female teachers have better self efficacy than male teachers. It was also concluded from results that higher the job experience, higher is the self efficacy of teachers. With increase of total job experience, Efficacy to create Positive School Climate also increases.

Introduction

The task of establishing learning environments conducive to the development of cognitive competencies in students relies heavily upon the talents and self-efficacy beliefs of teachers (Bandura, 1997). Person’s ability to deal effectively with specific task or belief about his competence in particular situation is defined as Self-Efficacy (Woolfolk 1998). Teachers’ efficacy has been considered as teachers’ beliefs in their ability to have a positive effect on students’ learning. Teachers with higher teaching efficacy find teaching meaningful and rewarding, expect students to be successful, assess themselves when students fail, set goals and establish strategies for achieving those goals, have positive attitudes about themselves and students, have a feeling of being in control, and share their goals with students (Ashton, 1985). There exist significant moderate positive relationship between emotional intelligence and personal teaching efficacy. It was found that high levels of emotional intelligence are related to high levels of personal teacher efficacy. There were also significant direct effects due to length of teaching experience and current status (Penrose, Perry & Ball, 2007).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Naushaba Atta, Ph.D.
Government College for Elementary Teachers
Islamabad-Pakistan
dr.naushaba@yahoo.com

Nadeem Ahmad, M.S. Education
Federal Directorate of Education
Islamabad-Pakistan
lru789@yahoo.com

Maqsood Ahmed, M.Phil. Education
Federal Directorate of Education
Islamabad-Pakistan
maqsood517@yahoo.com

Zeenat Ali, M.Ed.
Islamabad Model College for Girls F-6/2
Islamabad-Pakistan
pisces_hoot@hotmail.com
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