Pakistan In-Service Teachers’ Teaching Efficacy Beliefs in Relation to Job Variables at School Level
Abstract
Teacher self-efficacy relates to teacher’s beliefs about his/her ability to bring about change in teaching situation. This study was conducted to measure the teachers’ self-efficacy beliefs in relation to job variables: gender, job status, professional education, nature of job at school level. For this purpose 179 male and female school teachers were selected as a sample of the study. To measure the teachers’ self-efficacy beliefs, a descriptive questionnaire Teacher Self-Efficacy Beliefs (Shaukat, 2011) consisting of 24 statements was used. Data was collected from teachers during their working hours in school by the researcher. Data was analyzed by using independent sample test, which shows there is no significant mean score difference between male and female teachers’ self-efficacy beliefs. Although significant mean score difference was found on job status, professional qualification and nature of job
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Copyright (c) 2012 Pakistan Journal of Psychology
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © Pakistan Journal of Psychology. All rights reserved. This work is licensed under a Creative Commons Attribution 4.0 International License.