A Study on Teachers’ Sense of Self-Efficacy in Defence Authority Educational Institutions, Karachi, Pakistan

Abstract

The purpose of this study was to investigate the extent to which teacher efficacy is understood by the Defence Authority Institution's teachers and the extent teacher efficacy behaviors were practiced in the Defence Authority Institutions. A survey research design was chosen for this quantitative study, which focuses on teachers’ perceptions about teacher efficacy in Defence Authority Institutions schools. Data was collected through the Teacher Sense of Efficacy Scale (TSES) which is a 24-item measure of three subscales: Efficacy in Student Engagement, Instructional Strategies, and Classroom Management developed by Tschannen-Moran and Hoy (2001), and it is also called the Ohio State Teacher Efficacy Scale (OSTES). This scale was used to collect data from the teachers of Defence Authority Institutions schools to examine their perceptions about teacher efficacy. Data were collected from 393 Defence Authority Institution's teachers. The survey consisted of two sections. Part 1 requested demographic data and Part 2 contained 24 items of the TSES (Long Form instrument). Eight findings emerged after analyzing the data. These findings indicated that the teachers had a strong understanding of teacher efficacy and practiced teacher efficacy behaviors associated with improving the teaching and learning process. However, the findings also illustrated that the Defence Authority Institutions needed to include teacher efficacy as part of a sustained professional development program. Recommendations were provided to facilitate the improvement and strengthening of teacher efficacy across the Defence Authority Institutions of Pakistan.

Keywords

• teachers efficacy, effectiveness, self-efficacy, teaching experience