Understanding The Relationship Between Gender And Experience In The Self-Efficacy Of Indian Teacher Educators

Abstract

This quantitative, comparative study aimed to determine if there were significant differences in teachers' self-efficacy for teaching (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender and years of teaching experience in Haryana State, India. The study was conducted on 160 teacher educators. The Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure teacher educators' self-efficacy levels, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). Data was collected using random stratified technique and then analyzed using descriptive statistics (means and standard deviations) and statistical hypothesis testing (ANOVA). Observations indicated no significant difference exists between the overall teachers' self-efficacy of teacher educators (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender and teaching experience. Present study results will help in the embellishment of the subject matter.