NOTE FOR EDITOR: Self-Efficacy Of Formally and Non-Formally Trained Public Sector Teachers

Authors : Muhammad Nadeem ANWAR

Pages : 9-22

View : 43 | Download : 7

Publication Date : 2009-09-01

Article Type : Research Paper

Abstract :The main objective of the study was to compare the formally and non-formally trained in-service public sector teachers’ Self-efficacy. Five hypotheses were developed describing no difference in the self-efficacy of formally and non-formally trained teachers to influence decision making, influence school resources, instructional self-efficacy, disciplinary self-efficacy and create positive school climate. Teacher Efficacy Instrument insert ignore into journalissuearticles values(TSES); developed by Bandura insert ignore into journalissuearticles values(2001); consisting of thirty 9-point items was used in the study. 342 formally trained and 255 non-formally trained respondents’ questionnaires were received out of 1500 mailed. The analysis of data revealed that the formally trained public sector teachers are high in their self-efficacy on all the five categories: to influence decision making, to influence school resources, instructional self-efficacy, disciplinary self-efficacy and self-efficacy to create positive school climate.
Keywords : Self Efficacy, Non Formally Trained, in Service Public Sector Teachers

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