Teachers' self-efficacy is assumed to be affected by self-esteem and teachers' general self-efficacy. Self-esteem is considered to be a trait reflecting an individual's characteristic affective evaluation of self (Gist & Mitchell, 1992). The current study explores the factors that would affect teachers' efficacy in cultural context. In the current study 200 teachers participated from various public schools. Multivariate analysis of variance and correlational analysis were employed to understand the effect of self-esteem and self-efficacy on teachers' efficacy. The results indicated significant relationship between teachers' efficacy and general self-efficacy and self-esteem. It was found that low self-esteem and low general self-efficacy led to low teachers' efficacy and consequently substandard performance in the class. On the contrary, high teachers' efficacy was a reflection of high self-esteem and high general self-efficacy. Self-esteem influenced only in decision making, perceived education self-efficacy, perceived disciplinary self-efficacy, ability to get cooperation from community, and in the development of positive school environment of teachers' efficacy. General self-efficacy influenced all the components of teachers' efficacy except decision making and ability to influence school council/authorities. In the study, it was observed that self-esteem significantly influenced teachers' efficacy.

Time estimation is the ability to judge the duration or apprehend the passage of time by the order of occurrence of experience or by physiological rhythm (Fraisse, 1984). It plays quite a significant role in language disorder especially developmental dyslexia. It is characterized by deficits in phonological processing abilities. However, it is unclear what the underlying factors for poor phonological abilities or speech sound representations are. The deficit in phonological processes has been for the processing of paired tones or temporal sequences different when relatively short time intervals are used in individuals with dyslexia compared to typical readers. This paper presents the results of a study that was undertaken to determine the effects of method of time judgment, and paradigm on dyslexic and atypical readers. An experiment was conducted using 115 children (age: M = 12.23 years, SD = 1.30), 51 dyslexics and 64 typical readers. The data were obtained through the method of verbal estimation and reproduction. Analysis of variance was used to analyse the data. Time judgments data were analyzed using directional error. For directional error, all the main effects and few interactions were significant. Children with dyslexia showed more errors in time estimation (M = 0.59, SD = 0.52) as compared to typical readers (M = 0.83, SD = 0.74). Estimation of duration under the prospective paradigm was more accurate than under the retrospective paradigm for both dyslexics and typical readers. However, dyslexics were more error prone as compared to typical readers. Time judgment was accurate under verbal time estimation as compared to reproduction method.