TEACHER SELF-EFFICACY FOR PROMOTING STUDENT MOTIVATION
Abstract
- The purposes of this study are to study the levels of teacher self-efficacy in Basic Education High Schools, Sanchaung Township, Yangon Region and to study the variations of the levels of teacher self-efficacy in terms of demographic data. Quantitative and qualitative methods were used in this study. 165 teachers were applied as participants from four Basic Education High Schools by using census method. One set of questionnaire for teachers' perception on their self-efficacy for promoting student motivation was applied for this study. The reliability coefficient (Cronbach's alpha) of the whole scale of teacher self-efficacy was 0.78. The teachers perceived that the level of overall dimension of teacher self-efficacy was moderately high for student motivation in Basic Education High Schools, Sanchaung Township. Descriptive statistics was applied in exploring the levels of teacher self-efficacy in schools. The total mean values of teacher self-efficacy according to respective schools, School B had the highest mean value and School D had the lowest mean value among these schools. Concerning the ANOVA result of teacher self-efficacy grouped by service, there were significant differences on the dimensions of teachers' motivation belief and teachers' perceived level of power. Regarding the ANOVA result of teacher self-efficacy grouped by position, there were significant differences on the dimensions of teachers' motivation belief, teachers' perceived level of power and teacher morale. A qualitative follow up study was conducted by open-ended questions. In their responses, some teachers said that they want opportunities that can assist to make decision making.
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Year
- 2020
Author
-
Wut Yee Phyo
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)