Teachers Sense Of Self-Efficacy

There are a lot of studies consistent with some previous research have been conducted with undifferentiated processes and smaller sample sizes has shown that related experience will influence teachers’ sense of efficacy (Ross et al., 1996).There are debates about the influences between years of teaching experience with the teachers’ sense of efficacy, which will affect the teachers’ behaviour of teaching (Holzberger, Philipp & Kunter, 2013) and the student’s learning outcomes (Caprara et al., 2006).

2.2 Literature Review

The review of the literature as it related to teachers’ sense of self-efficacy, the years of teaching experiences and their relationship. Romi and Leyser (2006) suggested that the beliefs of teachers own effectiveness is known

However, he (1986) has conceptualized the self-efficacy as the people who sees him/herself as efficacious may put him/her into the challenge which they are interested and participation in the activities. Moreover, it described that the teacher who is efficacious is voluntary to put themselves in risk and to investigate more effective strategies to enhance their teaching. For that reason, the students get the benefits by exploring the trails and errors in teaching approaches.

Tschannen-Moran, Hoy and Hoy (1998) conceptualized teacher self-efficacy through Bandura’s (1977) Self-Efficacy Theory to established the instrument (TSES) in measuring teacher’s self-efficacy consisting of student engagement, instructional practices, and classroom management to determine the level of teachers’ sense of self-efficacy (Blackburn & Robinson, 2008).

Firstly, refer to the strength of teachers’ sense of self-efficacy to establish the skills in encourage student actively involved in school activities are defined as efficacy in student engagement (Ling et al., 2015). However, Kuh (2009) has defined student engagement as the time and effort the students dedicate to activities that are practically linked to desired outcomes of school and what they do to encourage students to participate in

The students who can engage themselves in learning activities constantly with positive emotion, such as interest in learning, optimism, enthusiasm and curiosity during the classroom interaction will tend to have greater achievement (Trowler, 2010). Besides that, Leithwood, Patten and Jantzi (2010) stated that students who are engaged in their studies will score higher score in test, get better grades, and show better personal adjustment to the activities in school.

Secondly, the strength of teachers’ beliefs in their own ability to control of the classroom behavior can be explained by teacher’s perceived self-efficacy (Bandura, 2001), as the belief is tend to influence teachers’ behaviors to monitor the students in different circumstances (Bandura, 2006). Therefore, the teachers who have high sense of self-efficacy in classroom management is refer to the strength of teachers’ belief about the ability to establish a greater classroom management approaches, monitor students with attitude problem, and lead them to follow classroom rules and regulations (Ling et al.,