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Self Efficacy In Teaching

Decent Essays
b. Teachers’ Self-Efficacy

There are various definitions of teacher self-efficacy. For instance, Grant (2006) stated “Teacher self- efficacy is the belief a teacher holds that he or she will be successful in the classroom and make a difference in the lives of students”. Ross and Bruce (2007:50) have defined “… efficacy is a teacher's expectation that he or she will be able to bring about student learning”.
Lohman (2006) has found that self-efficacy is an essential aspect that affecting teachers' participation in learning activities. As a result, professional development activities have the potential for both positive and negative implications for teachers (McLaughlin & Talbert, 2006) resulting in the powerful ability to change teachers‟ individual behaviors. As the above studies indicate self-efficacy of teachers is an important factor in education and one of the key factors influencing teachers‟ participation in professional development activities.

Desimone (2009) addresses that continual professional development is significant to improve the quality of teaching, and efficiency of classroom. He further adds that “Professional development is a key to reforms in teaching and learning, making it essential that we use best practice to measure its effects” (Desimone, 2009:192).

2.5.2 External Factors

In this section, the following external factors: time, funding (supplementary salary), principal influence, colleague influence, and school culture are discussed.
a. Time

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