Relationship between Professional Self-Efficacy and Performance of Secondary School Teachers
Keywords:
Professional self-efficacy, student engagement, instructional strategies, classroom management, performance, subject mastery, attitudes towards profession, teaching methodology, interpersonal relationshipsAbstract
The study was designed to assess the relationship between professional self-efficacy and performance of secondary school teachers working in Khyber Pakhtunkhwa. Survey was conducted to collect the information from the respondents. 840 secondary school teachers were randomly selected as sample from 8407 teachers working in secondary and higher secondary schools of Khyber Pakhtunkhwa. The sample was selected by multistage stratified random sampling technique with proportionate to size. The professional self-efficacy of secondary school teachers were assessed by using the Teacher Sense of Efficacy Scale (TSES) formerly called (OSTES) Ohio State Teacher Efficacy Scale designed by Tschannan-Moran and Wool folk Hoy (2001). The teachers’ sense of efficacy scale have three subscales: efficacy in students’ engagement, efficacy in instructional strategies and efficacy in classroom management. Performance of secondary school teachers were assessed through self-developed questionnaire. The questionnaire was developed on four factors of teachers’ performance. The validity and reliability of the tool was pretested. The relationship between professional self-efficacy and performance of secondary school teachers was calculated by Pearson product moment correlation coefficient method. The study revealed that both the variables had high correlation.
