Causative Factors Behind An Efficacious Teacher: Evaluating Teacher Efficacy - Causative Factors Behind An Efficacious Teacher: Evaluating Teacher Efficacy - Open Access Pub

In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers teaching uncrowded classes are more efficacious than those teaching crowded classes. DOI10.14302/issn.2644-1101.jhp-18-2261 Life’s decisions are predominantly based on the beliefs that individuals hold and value. Teachers’ beliefs pertaining to their instructional capabilities determine how they comport, take decisions and manage their classroom environment on a daily basis (Pajares, 1992 and Hoy, & Perry, in press)26,39. These are the ideas, attitudes or notions that impact how teachers visualize teaching. This conception actually determines their efficacy in classroom teaching (Ng, Nicholas & Alan, 2010)24. Teacher efficacy is a complex of beliefs that teachers hold about their own usefulness and efficiency based on their classroom management skills (Romi & Leyser, 2006)31. Teacher efficacy can also be viewed as a teacher’s assessment of his or her own capabilities in terms of engaging students (even those with learning difficulties and/or having a low motivation for learning) and gaining their cooperation towards learning (Ashton, (1984); Trust of Knowledge Generation (TKG), 2008; Tschannen-Moran & Woolfolk-Hoy, 2001)4,33,36 It also relates to teacher-student perceived relationships and students' emotional and behavioral complexities (Poulou, 2016)28. Teacher efficacy is a teacher’s belief or conviction in his or her personal or self-efficacy with regard to his or her teaching competence originating from a strong sense of self-adequacy and personal insight. These invariably impact the performance of a teacher as well as that of his or her students (Batool, Arif & Parveen, 2012). Dibapile (2012)10 found that teachers who had a degree and Post-Graduate Diploma had a higher efficacy in student engagement than teachers with other degrees. Goddard, Hoy & Hoy (2000)13 Tschannen–Moran et al., (1998)34,35 and Bandura (2006)6 asserts that self-efficacious teachers are proactive and enterprising who are able to rejuvenate the classroom with new approaches to teaching and