EXPLORING THE ROLE OF SELF-EFFICACY IN TEACHER EFFECTIVENESS OF SECONDARY SCHOOL EDUCATORS
DOI:
https://doi.org/10.29121/shodhkosh.v7.i11s.2026.8261Keywords:
Teacher Effectiveness, Self-Efficacy, Secondary Schools Educators, Secondary SchoolsAbstract [English]
The caliber of education is significantly influenced by the competence and confidence of teachers. The effectiveness of a teacher is determined by several factors, with self-efficacy being a key element. Psychologist Albert Bandura introduced the concept of self-efficacy within his social-cognitive theory. Self-efficacy pertains to a person's belief in their ability to perform specific tasks. Teachers who maintain a strong belief in their teaching abilities tend to set and achieve higher goals, whereas those with a weaker confidence may be hindered by the fear of failure. Over the past forty years, research has indicated the importance of teacher’s self-efficacy in the context of teaching and learning, establishing it as a crucial construct. Self-efficacy is essential for teachers in achieving their objectives and tackling instructional challenges. This study explores the connection between teacher effectiveness and self-efficacy among secondary school educators. A quantitative survey was conducted with 300 teachers from both government and private secondary schools of Mathura District in Uttar Pradesh. Data was gathered using the Teacher Effectiveness Scale and the Teacher Self-Efficacy Scale. The findings revealed an important positive connection between self-efficacy and teacher effectiveness. Teachers with higher self-efficacy exhibit superior classroom management, instructional techniques, and student engagement which allow secondary school’s teachers to implement a professional development and effectiveness in their teaching in the schools.
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Copyright (c) 2026 Neetu Agrawal, Dr. Rainu Gupta
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