Abstract
Research studies proved that teachers’ self-efficacy is directly related to students’ academic achievement and overall learning. The current study was conducted to explore relationship of mathematics teachers’ self-efficacy with students’ academic achievement at secondary level. A sample of 576 respondents with a break up of 96 math teachers (48 male and 48 female) and 480 students (240 male and 240 female) from six districts (Chakwal, Attock, Mianwali, Lahore, Leyyah and Muzaffar Garah) of the Punjab province. Academic score of the Students in the subject of mathematics was collected from relevant (BISE) documents. Pearson correlation was used to determine association between self-efficacy and academic achievement. Math male teachers’ self-efficacy and math female teachers’ self-efficacy was also compared on t-test assuming two sample having equal variances. No significant difference was found between mean scores of male teachers’ self-efficacy and female teachers’ self-efficacy. Gender differences in students’ mathematics achievement were also determined. Comparison of both male students’ academic achievement and female students’ academic achievement indicated no significant difference. The findings of the study reflected a strong correlation between mathematics teachers’ self-efficacy and their students’ academic achievement. Recommendations were made to build higher level efficacy beliefs of teachers during in-service training programs and promotion link training programs.
Muhammad Gulistan, Muhammad Athar Hussain, Muhammad Mushtaq. (2017) Relationship between Mathematics Teachers Self Efficacy and Students Academic Achievement at Secondary Level, Bulletin of Education & Research, Volume 39, Issue 3.
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