IMPACT OF TEACHERS’ SELF-EFFICACY ON STUDENTS’ ACADEMIC ACHIEVEMENT AT SECONDARY SCHOOL LEVEL
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Abstract
The study aims to examine the impact of teachers' self-efficacy on academic achievement of their secondary school students. Quantitative predictive correlational research methodology for the study is selected, based on several factors that align with the research objective. The sample comprised 238 female teachers of district Haripur at secondary school level. The proportionate stratified sampling technique that was deduced to take the sample by carrying out the stratums in terms of rural and urban secondary school level teachers. Standardized questionnaire was used to measure the teachers’ beliefs regarding teacher’s self-efficacy, using 9 point Likert scale ranging from nothing to a great deal, consisting of 24 items. Regression was applied to find the effect of independent variable on dependent variables of the study. The findings of the study emphasize the interconnectedness of teachers' self-efficacy and student academic achievement. By focusing on strategies that enhance self-efficacy, educational institutions can contribute to improved teaching practices and ultimately enhance student learning outcomes.
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