Abstract

• The main purpose of the study was to study on career self-efficacy and teaching behavior of senior assistant teachers in Pyin Oo Lwin Township. Descriptive research design and survey method were utilized to explore the teachers’ career self-efficacy and their teaching behavior. In this study, 102 Grade 10 teachers from the selected schools and 510 Grade 10 students from these schools were selected as the sample. Two questionnaires were used in the study: Teachers’ Career Self-Efficacy Questionnaire (TCSEQ), and Teacher Behavior Inventory (TBI). Results of the study revealed that there was a significant positive relationship between teachers’ career selfefficacy and teaching behavior. The independent sample t-test showed that significant differences were not found in career self-efficacy and teaching behavior of senior assistant teachers by gender and teaching subject. Furthermore, to examine the differences in teachers’ career selfefficacy and teaching behavior by school groups and teaching experience, ANOVA was conducted. These results showed that there were significant differences by school types and also revealed that teaching experience affected on career self-efficacy and teaching behavior of senior assistant teachers. The findings of this study provide opportunities for teachers and educators to engage in working environment and adequate information that can foster higher sense of efficacy.