Overview of the Study:
Teaching is not only a challenge but it is also emotionally and socially demanding. To meet the
different challenges it is needed to regulate the different ways to engage and develop the
different ways cope with such challenges by working constantly. With the growing diversity of
students in classrooms today and higher standards of accountability, teachers may find their job
even more demanding. Manytimes, it has been seen that the teachers of at-risk students feel that
they have even more pressure on them. There are many teachers who feel unprepared to teach
students from diverse backgrounds(Tucker et. al., 2005). They start to believe that they cannot
truly make a difference in theacademic lives of these students. This perception negates to the
beliefs of self-efficacy theory.
Self-efficacy is defined by Bandura (1997) as the belief one has in his/her abilities to perform a
task and to achieve the desired results. Teachers must have a sense of high self-efficacy;
otherwise, it is not possible for them to teach students. According to the recent researches, it has
been seen that the teachers with high self-efficacy are more influencing to their students than
teachers with low self-efficacy are.Teachers’ self-efficacy is related to the motivation of
students. This means that teachers’ with high self-efficacy will better motivate their students in
achieving goals than teachers with low self-efficacy.
The research is based on four underpinning theories; one of which is related to the psychological
theory while the other three theories are related to the motivational concepts. These four
underpinning theories are the social cognitive theory, self-efficacy theory, attribution theory and
achievement goal theory. The most relevant of all is the self-efficacy theory for this research.
This research is based on finding the impact of teachers self-efficacy on the outcome of students
motivation and achievement.
The study of self-efficacy and its impact on human performance has intrigued a lot of scholars
during the last two decades (Klassen Chiu, 2010; Galyon et al., 2012; Hardre Hennessey, 2013; Richardson, 2011). The objective of this research was to investigate the
influence of teacher self-efficacy (TSE) on the students’ motivation and achievement. The
concept of self-efficacy theory has evolved from the famous social cognitive theory of Bandura.
Self-efficacy is related to the having the belief in the capabilities of a person that are related to
the organization and the execution of the different actions that are needed to be required for
different achievements. The different perceived capabilities can influence the behaviour. People
in such a way that when the people believe about their behaviour that it can cause the certain
outcomes then they perform the particular actions that are needed to achieve the desired results.
Self-efficacy is applicable to the profession of teaching and the role of the teacher in the
classroom. It is the capability of a teacher to just bring the desirable changes in the attitude of the
students. The efficacy of a teacher could be defined as the firm belief of the teacher on his
capabilities that he can very easily organize and carryout certain actions that are needed to
accomplish the teaching tasks in the effective way (Schiefele Schaffner, 2015).
Studies have indicated that the students having high levels of motivation for learning are likely to
get the higher achievements in learning as compared to those who are less motivated. The case in
Comments
Post a Comment