Determinants of Primary School Teachers’ Level of Self-Efficacy
DOI:
https://doi.org/10.69569/jip.2024.0060Keywords:
Self-Efficacy, Primary school teachers, Determinants, ChinaAbstract
In an evolving educational landscape, the competence of teachers plays an important role in shaping the quality of education. This study delves into the intricate relationship between teachers’ selected profiles and their level of self-efficacy. Employing a descriptive–comparative design, this research was conducted among 198 primary school teachers in China. The study utilized the Alternative Teachers’ Sense of Self-Efficacy (A-TSES) instrument to measure teachers’ self-efficacy across various dimensions. The research uncovered a diverse demographic composition of teachers, with significant variations in age, educational attainment, teaching experience, and grade levels taught. Notably, younger teachers exhibited higher self-efficacy beliefs, while the influence of gender on self-efficacy was negligible. Furthermore, educational qualifications and the grade level taught played distinctive roles in shaping teachers’ self-efficacy. By knowing their self-efficacy levels in terms of their selected profile, we can identify which teachers offer more qualifications in teaching and handling a class that will benefit the students and the school.
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