Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement
By Khurram Shahzad, Sajida Naureen. 2017
96 citations recorded by the source corpus.
The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.
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Citations in the corpus
- Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, unknown): “…success are strong predictors of students’ self-efficacy, motivation, and academic performance (Cannon & Scharmann, 1996; Muijs & Reynolds, 2015; Podell & Soodak, 1993; Ross, 1992; Ross et al., 2001; Rutherford et al., 2017; Shahzad & Naureen, 2017; Tschannen-Moran & Barr, 2004; Yoon et al., 2012).”
- Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model (2020, background): “…both elementary and secondary school teachers offers evidence that teachers’ belief in their capability to deal with classroom problems has a significant and positive relationship with their classroom management skills (Abu-Tineh et al., 2011) and student achievement (Shahzad and Naureen, 2017).”