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THE IMPACT OF TEACHER’S SELF- EFFICACY ON STUDENT’S MOTIVATION AND ACHIEVEMENT

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

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