Teacher Self-Efficacy as a Function of Student Engagement, Instructional Strategies and Classroom Management

The present study was conducted to assess the teachers’ self efficacy on three subscales namely as Student Engagement, Instructional Strategies and Classroom Management. The main objective of the study was to determine the teachers’ self efficacy on these subscales in relation to gender, age, professional qualification, school status and nature of job. For this purpose a convenient sample of 108 male and 90 female teachers was selected from four public schools in Lahore. Teachers’ Sense of Efficacy Beliefs scale (Moran & Hoy, 2001) was administered. Results indicated significant differences between efficacy beliefs of male and female, B.Ed. and M.Ed, permanent and temporary, elementary and secondary, younger and older teachers with regards to classroom management.