Self-Efficacy Among Higher Secondary School Teachers with Respect to Gender and Institutional Management

Abstract

This study aims to investigate the self-efficacy of higher secondary school teachers based on gender and type of institution. Teacher self-efficacy refers to a teacher's belief in his or her ability to perform teaching tasks, such as planning and delivering lessons and interacting with students. The study used a descriptive research design. The study sample included 200 higher secondary school teachers. Data were analyzed using descriptive statistics and independent-samples t-tests. The findings revealed that most teachers (63.5%) had below-average self-efficacy. Female teachers (mean = 63.87) scored higher than male teachers (mean = 61.95) on measures of self-efficacy, though the differences were not statistically significant. Government school teachers and private school teachers had significantly different levels of self-efficacy, with private school teachers scoring higher. Recommendations include ways the school system can improve self-efficacy among teachers, such as professional development programs and other supports.