UGC Approved Journal no 63975(19)

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Published in:

Volume 10 Issue 7
July-2023
eISSN: 2349-5162

UGC and ISSN approved 7.95 impact factor UGC Approved Journal no 63975

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Published Paper ID:
JETIR2305D64


Registration ID:
517164

Page Number

n436-n445

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Title

Teachers' Self-Efficacy- A Conceptual Framework

Abstract

Teacher self-efficacy is task-specific, multidimensional, and different across different functional domains. According to Bandura, self-efficacy may be examined across activities and situations based on its level (difficulty level), generality (task specificity), and strength (degree of assurance). This article provides a conceptual framework of Teacher Self-efficacy with reference to its literature review with respect to instructional process. Basically Teacher self-efficacy deduced as the teacher’s capability to teach their students productively and competently. Development of students, educational organization and country can be hindered by unproductive teachers. Because productiveness of a teacher is directly proportionate with the teacher self-efficacy. So we can say that self-efficacy is essential for effective teaching. In accumulation self-efficacy significantly affected teachers’ success in their abilities to teach, skills of classroom management and problem solving capabilities. The four factors listed in earlier research—mastery experience, vicarious experience, verbal persuasion, and physical and emotional states—have all been linked to the growth of self-efficacy. There is currently a dearth of longitudinal and experimental research on the independent impact of each of the four sources on teacher self-efficacy, despite the abundance of evidence indicating teacher self-efficacy and collective self-efficacy are significant for teacher and student performance and certain intervention Programmes for teachers in training, career teachers, and upon-school aspects exhibiting impressive outcomes.

Key Words

teacher self-efficacy, student’s academic outcomes, collective teacher efficacy, student performance, mastery experience, vicarious experience, verbal persuasion, physiological or emotional status, teacher training.

Cite This Article

"Teachers' Self-Efficacy- A Conceptual Framework", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 7, page no.n436-n445, July-2023, Available :http://www.jetir.org/papers/JETIR2305D64.pdf

ISSN


2349-5162 | Impact Factor 7.95 Calculate by Google Scholar

An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 7.95 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Cite This Article

"Teachers' Self-Efficacy- A Conceptual Framework", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 7, page no. ppn436-n445, July-2023, Available at : http://www.jetir.org/papers/JETIR2305D64.pdf

Publication Details

Published Paper ID: JETIR2305D64
Registration ID: 517164
Published In: Volume 10 | Issue 7 | Year July-2023
DOI (Digital Object Identifier):
Page No: n436-n445
Country: Gurugram, -, India .
Area: Engineering
ISSN Number: 2349-5162
Publisher: IJ Publication


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