A comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, Myanmar

au.link.externalLink [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5088/3370)
dc.contributor.author San, Brang
dc.contributor.author Gonzalez, Orlando Rafael Gonzalez
dc.date.accessioned 2022-03-21T07:26:14Z
dc.date.available 2022-03-21T07:26:14Z
dc.date.issued 2022
dc.description.abstract The purpose of this quantitative, comparative study was to determine if there were significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers’ Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study’s research objectives and hypotheses. The findings from this study revealed no significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.
dc.format.extent 15 pages
dc.format.mimetype application/pdf
dc.identifier.citation Scholar: Human Sciences 14, 1 (January-June 2022), 301-315
dc.identifier.uri https://repository.au.edu/handle/6623004553/25255
dc.language.iso eng
dc.publisher Bangkok : Assumption University Press
dc.rights This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
dc.rights.holder Assumption University
dc.subject Teachers' self-efficacy
dc.subject Primary education
dc.subject Gender
dc.subject Years of teaching experience
dc.subject Educational background
dc.subject Efficacy for student engagement
dc.subject Efficacy for instructional strategies
dc.subject Efficacy for classroom management
dc.subject Myanmar
dc.subject.other Scholar: -- Human Sciences
dc.subject.other Scholar: -- Human Sciences -- 2022
dc.title A comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, Myanmar
dc.type Text
mods.genre Journal Article
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