Relationship of English Language Teachers’ Self-efficacy with Students’ Achievement in English

Abstract

The quantitative study employed survey method explored relationship between self-efficacy of English language teachers and achievements of their English language students. Population of the study was English language teachers teaching in secondary schools of the district Kasur. A sample of 282 (Male 179; Female 103) English teachers (across gender and locale level) was selected through simple random sampling technique. The researcher used long form of Teachers’ Sense of Efficacy Scale developed by Hoy and Tschannen-Moran (2001). Originally this questionnaire consists of twenty-four items, but the researcher adapted the scale for the current study with the permission of the original authors. The instrument was piloted, and its reliability was 0.95. Students’ achievement was their score in subject of English which was taken from their respective schools. The analysis identified that a significant relationship exists between achievement score of English language students and self-efficacy of their teachers. It was further found that there is no difference in self-efficacy of female and male teachers.