Effect of Teachers' Self Efficacy and Instructional Strategies on Students' Engagement at Secondary School Level

Abstract

The concept of self-efficacy was developed initially by Albert Bandura and has been defined as the personal belief that one can perform appropriately and effectively to attain specific goals related to any field. Self efficacy is a self-system that controls all our activities, including appropriate professional knowledge and skills.Teachers' self-efficacy is the belief that teachers have about their abilities and skills as educators. Both on an individualized and collective scale, teachers' efficacy is one of the strongest predictors of student engagement. This study explored the effect of teachers' self-efficacy and instructional strategies on students' engagement at the secondary school level in Punjab. So, the teachers with relatively higher self-efficacy would have extraordinary ability to engage students with the material, pedagogical practice, and control of the classroom environment. The study followed the causal-comparative research design that attempted to find relationships between independent and dependent variables. The researcher developed the questionnaire by herself, consisting of 60 items in total. The questionnaire sample comprised 1250 secondary school teachers from Punjab. Quantitative data on teachers' self efficacy was determined by computing the means of the TSES items. In addition to descriptive statistics, one-way ANOVA and multiple linear regression were used. This study may be helpful in future studies and teacher educators to understand teachers' sense of efficacy beliefs, which influence the teaching behaviors of the teachers in the classroom and students' engagement.

Relationship Between Efl Pre-Service Teachers’ Self-Efficacy and Their Epistemic Beliefs

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Academic Management and Instructional Practices of Higher Education Institutions in Lanao Del Norte: Basis for Faculty Development Plan

“…Studies on teachers' self-regulation are abundant and still posit strategic relevance for teacher professional development. An exploration of the effect of teachers' self-effi cacy and instructional practices on students' engagement at the secondary school level in Punjab was conducted by (Khalid & Akhter, 2021). Teachers with relatively higher self-effi cacy would have extraordinary ability to engage students with the material, pedagogical practice, and control of the classroom environment.…”