RELATIONSHIP BETWEEN SELF-EFFICACY OF TEACHERS AND WORKING CONDITIONS
Abstract
- The objectives of this research are to study the levels of self-efficacy of teachers, to study the levels of teachers’ perceptions on their working conditions and to investigate the relationship between self-efficacy of teachers and working conditions in Basic Education High Schools, Sittwe Township, Rakhine State. A total of 210 teachers from Basic Education High Schools, Sittwe Township, Rakhine State were selected as participants by using the simple random sampling method. Quantitative and qualitative methods were employed in this study. Self-efficacy of teachers was based on the Teachers’ Sense of Efficacy Scale (TSES) and working conditions was based on the Teaching, Empowering, Leading and Learning (TELL) Survey. The reliability coefficients (Cronbach’s alpha) were 0.90 for self-efficacy of teachers and 0.92 for working conditions. For qualitative study, open-ended questions were conducted. Descriptive statistics and Pearson product-moment correlation were used to analyze the data in this study. As a result of descriptive statistics, the levels of self-efficacy of teachers in Basic Education High Schools were found as high level (M=3.73, SD= 0.41). The levels of teachers’ perceptions on their working conditions were high level (M=3.74, SD=0.39). Positively moderate correlation was found between the two major constructs of self-efficacy of teachers and working conditions (r=0.457, p=0.01). The qualitative results also revealed that teachers’ working conditions could orient towards improving self-efficacy of teachers.
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Year
- 2020
Author
-
Su Su Aung
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)