An Investigation into Self-Efficacy of Teacher Educators

Abstract

This study investigated the self-efficacy of teacher educators in Myanmar. A descriptive research design and a questionnaire survey method were adopted in this study. Data were collected using a random sampling technique. The sample for this study consisted of 1010 teacher educators, 117 males and 893 females. To assess the self-efficacy of teacher educators, Bandura’s Teacher Self-Efficacy Scale developed by Bandura (1997) and validated by Tschannen Moran and Hoy (2001)), was used in this study. Bandura’s Teacher Self-Efficacy Scale is a 5- points Likert-scale instrument that prompts teacher educators to reflect their belief in their capability to organize and execute actions required to effectively manage classroom tasks, student behaviors, and instructional strategies to foster student learning. It was composed of 30 items under 7 subscales such as Efficacy to Influence Decision making (3 items), Efficacy to Influence School Resources (3 item), Instructional Self-Efficacy (8 items), Disciplinary Self-Efficacy (4 items), Efficacy to Enlist Parental Involvement (3 items), Efficacy to Enlist Community Involvement (3 items) and Efficacy to Create a Positive School Climate (6 items).). The reliability coefficient was found to be was 0.901 According to the results of the descriptive analysis, the mean score and standard deviation for overall self-efficacy were 78.32 and 14.99, corresponding to a mean percentage of 60.24%. This finding indicated that teacher educators demonstrated a moderately high level of self-efficacy. Among the seven subscales, instructional self-efficacy recorded the highest mean percentage of 68.95%, second highest mean percentage was observed in disciplinary self-efficacy (60.33%), followed closely by efficacy to influence school resources (59.46%) and efficacy to create a positive school climate (58.9%), efficacy to enlist community involvement (53.3%), efficacy to influence decision making (52.6%), and efficacy to enlist parental involvement (51.8%) recorded comparatively lower mean percentages. Overall, these findings indicated that teacher educators demonstrated stronger confidence in instructional and classroom-related domains than in areas involving external engagement and institutional influence. It was hoped that the findings of this study would be useful to teacher-educators and will know the importance of self-efficacy.