Volume : 10, Issue : 6, JUN 2024

TEACHER SELF-EFFICACY: A THEORETICAL ANALYSIS

DR. RAMAGYA SINGH

Abstract

New methods of facilitating skill development may benefit greatly from the self-efficacy paradigm. The theoretical analysis of how to increase teachers' self-efficacy is the driving factor behind this study. Research across several domains, including teacher preparation, has shown that self-function efficacies play a crucial mediating role between training and performance. Over the years, research on teachers' self-confidence has grown into its own field. When educators believe in themselves, it motivates their students to do the same. Investigating methods to enhance instructors' self-assurance is crucial. The fact that teachers are actively involved in their work and have the ability to reflect on and influence their own self-efficacy is evidence that self-efficacy is an important component of teacher effectiveness. Since students' activities are influenced by their views about their own efficacy, it is crucial for teacher educators to be emotionally attentive to their students' needs. Potentially more effective classroom performance among educators could result from in-service training that prioritises professional development and capacity-building for educators. Methods that would conceivably help educators feel more prepared to carry out their responsibilities effectively in the classroom will be the focus of this study.

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