Effect of Teachers’ Self-Efficacy on Students’ Academic Achievements: Case of Male Public Sector Secondary Schools

Abstract

Teachers have a strong professional commitment towards students’ educational success. They exert their maximum potential and enthusiastically impart instructions to inspire students for better educational achievements. Teachers’ cognitive attribute— self-efficacy—acts as a catalyst for students’ better academic achievements in this regard. Current study was designed to measure the effect of teachers’ self-efficacy on academic achievement scores of male public sector secondary school students enrolled in rural and urban areas of District Kasur. Study was quantitative in nature and researchers applied ex-post-facto research design. Sample of the study consisted of conveniently selected 1000 respondents; 200 teachers and 800 students. Data from teachers was collected by using Teachers Self-Efficacy Scale constructed by Tschannen-Moran and Hoy (2001). Students’ Academic Achievement Scores (SAAS) were obtained from Board of Intermediate and Secondary Education Lahore after ensuring students’ enrollment during data collection. Reliability of instrument was confirmed in SPSS by calculating Cronbach’s Alpha score; .825. Collected data was analyzed by applying regressions analysis techniques. Findings show an overall 67 % teachers’ self-efficacy effect on students’ academic achievements, including 58 % effect on students’ engagement, 65 % effect on instructional strategies and 60 % effect on classroom management for the sake of students’ better achievements. Study recommends that Government authorities should substantiate pre-service and in-service teachers’ efficacious beliefs before joining teaching profession.