Secondary School Teachers’ Journey from Self-Efficacy to Collective Efficacy
Keywords:Self-Efficacy, Collective-Efficacy, Teachers, Secondary School Level
Education is perceived as a powerful agency, which instrument in bringing about the desired changes in the social, economic and cultural life of any nation. The whole process of education is shaped and molded by the human personality called the teacher. Teaching is a challenging profession and only those teachers can shoulder the heavy responsibilities of nation building, who are adequately prepared and have sound professional attitude. Self-efficacy is belief of teachers about their own potential, skills, pedagogy, developing learning school environment while living within the limited resources. And when it turns to expectations of other stakeholders like principal, students, society as a collective capability of a group of teachers to influence student achievement is refers as collective teachers-efficacy. This study aimed at to highlight the relation and changing paradigms from teachers’ self-efficacy to collective-efficacy. To achieve the set aim, survey research technique was adopted. Southern Punjab was the population of the study and target was selected by adopting multistage random sampling technique. Equal opportunity was given to both genders. Total sample of the study was 480 (principals were 30, teachers 150, and students 300). Three different research tool were developed out of which first research tool was for knowing the teachers’ self-efficacy as Teachers’ Sense of Efficacy Scale (TSES) which was developed by Tschannen-Moran and Woolfolk Hoy in 2001. Second research tool was of knowing the Collective Efficacy Scale (CE-Scale) developed by Goddard and Woolfolk Hoy (2004). Third research tool was Omnibus T-Scale (OTS) developed by Hoy in 2002. The analysis of the collected data was done by using Statistical Package for Social Sciences (SPSS) software version 21. Findings of the study shows that secondary school teachers are fully confident regarding their skills, competencies, pedagogy and ready to face the challenges. At the same time, their principals have shown strong trust on their teachers, but students’ opinion was different from the principals.
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