• Reeja Riyasu
• Sunil Kumar Jha

Effective teaching is a multifaceted professional activity that necessitates specialized knowledge, skills, and characteristics. Studies show that self-efficacy is not stable but is subject to change according to exposure and experiences. The study aimed to compare English teachers’ self-efficacy beliefs across Oman and Kerala, focusing on three dimensions: engaging students, classroom management, and instructional strategies. Additionally, it examined the factors influencing self-efficacy among Indian teachers working in both regions. A qualntitative approach was employed using a survey administered to 312 teachers (200 from Kerala, 112 from Oman). Data were analysed by a qualitative method using the t-SNE clustering technique. Results revealed significant differences in self-efficacy levels, with teachers in Kerala exhibiting higher efficacy in student engagement and classroom management while teachers in Oman scored better in instructional strategies. The findings suggest that context-specific support and training are crucial to enhance self-efficacy among teachers in diverse educational settings. Future research should explore these factors further to develop tailored interventions for improving teaching effectiveness.

Teaching efficacy, self efficacy Oman and Kerala, t-SNE

"Teaching Self Efficacy: Visualizing a Comparative Study Analysis using t-SNE", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 10, page no.f662-f665, October-2024, Available :http://www.jetir.org/papers/JETIR2410570.pdf

"Teaching Self Efficacy: Visualizing a Comparative Study Analysis using t-SNE", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 10, page no. ppf662-f665, October-2024, Available at : http://www.jetir.org/papers/JETIR2410570.pdf