Relationship between Attitude towards Teaching Profession and Teachers’ Self-Efficacy Beliefs

Authors: Dr. Ravi, T. S,

Pages: 48-51

Abstract:

n the context of the present study, we dealt with personal and general efficacy: i) Personal teaching efficacy is the teachers‟ own expectations that they will be able to perform the actions that lead to students learning and ii). General teaching efficacy is the belief that the teacher population‟s ability to perform these actions is not limited by factors beyond school control. Teacher efficacy discussions usually center on two categories of teachers. That is, teachers with substantial confidence in their efficacy are described with terms such as confidence, a positive sense of teacher efficacy, or high teacher efficacy. Those with moderate or low levels of confidence in their efficacy are often labeled as having less confidence, doubting their efficacy, having low teacher efficacy, or having a less positive sense of teacher efficacy. Teachers with a positive sense of teacher efficacy believe they can influence student outcomes; teachers with a less positive sense of teacher efficacy believe there is little that can be done to affect student outcomes, or that they personally lack the skill to do so