Cross-Sectional Study of Prospective Teachers’ Sense of Self-Efficacy

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Journal of Research and Reflections in Education
June 2007, Vol. 1, No. 2, pp 201 – 210
http://www.ue.edu.pk/jrre
Cross-Sectional Study of Prospective Teachers’ Sense of
Self-Efficacy
Sadia Shaukat, Aishah Siddiquah
Abstract: The present study was conducted to investigate the changes
in self efficacy of prospective teachers during a professional teacher
training program. Self efficacy is the personal judgment or belief of
how well one can execute the courses of actions required to deal with
prospective situations. Researches support that teachers’ self efficacy
has been found to be one of the important variables related to positive
teaching behaviors and students’ achievement. Teachers with high self
efficacy work harder and persist longer even when students are difficult
to teach. It was hypothesized that the professional teacher training
program would bring positive changes in self efficacy of prospective
teachers. To test this hypothesis the researchers conducted a cross
sectional study to investigate the changes in students during a
professional teacher training program. For this purpose the researchers
developed a questionnaire on five point (likert type scale) to measure
the self efficacy of previous (before final year) and final year students
of two year professional teacher training program. A sample of 289
prospective teachers was conveniently selected, out of which 146
students were selected from previous (before final year) and 143
students from final year. Data Analysis was conducted through t test,
which showed that there was a significant difference between the
previous (before final year) and final year students’ sense of self
efficacy. Moreover significant gender difference was also found.
Keyword: prospective teachers, self efficacy, locus of control,
persistency, professional teacher training program
Self –Efficacy
Self-efficacy is a person’s judgment about his or her ability to effectively
perform a task, reach a goal, realization about the consequences of the actions, and
overcoming obstacles for achieving the desired outcomes required to deal with
prospective situations. (Barons and Byrne, 2005; Osborne, 1996; Donnell, Reeve, Smith,
2007, Huffman, 2006, Luthans, 2002,)
Self efficacy beliefs provide the foundation for human motivation; well being
and personal accomplishment .Self efficacy beliefs help to determine the outcomes one

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expects. Confident individuals anticipate successful outcomes. (Nayak and Rao, 2002).
Efficacy beliefs also help to determine how much effort people will expend on an
activity, how long they will persevere when confronting obstacles, and how flexible they
will be in the face of unfavorable situations. (Luthans, 2002).
The higher the sense of self efficacy, the greater the effort, persistent and
resilience. People with a strong sense of personal competence approach difficult tasks as
challenges to be mastered rather than as threats to be avoided. They have greater intrinsic
interest and deep engrossments in activities, set themselves challenging goals and
maintain strong commitment to them, and heighten and sustain their efforts in the face of
failure. Self efficacy beliefs also create the type of self fulfilling prophecy in which one
accomplishes what one believes one can accomplish. Self efficacy has proven to be more
consistent predictor of behavioral outcomes. Self-efficacy has been especially prominent
in the studies of education such as academic achievement, attribution of success and
failure, goal setting, career development and teaching (Nayak and Rao, 2002).
Teacher Efficacy
The role of self efficacy in teaching and learning continues to interest
researchers and practitioners alike. (Hoy, 2000).The issue of teacher’s efficacy is of
importance as teacher preparation programs through the world attempt to address
shortages of qualified competent teachers (Cakiroglu and Boone,2005) Teacher self
efficacy has been found to be one of the important variables related to positive teaching
behavior and student’s achievement. (Gibson and Dembo, 1985; Woolfolk2004; Henson,
2001).
Teacher efficacy means teachers’ belief that he or she can reach even the most
difficult students and help them to learn. (Woolfolk, 2004; Henson, 2001). Teacher
efficacy has been associated with significant variables as students’ motivation; teachers’
adoption of innovations, teachers’ competence, teachers’ class room management
strategies, and time spent teaching certain subjects to special education (Hoy, 2000).
Teachers with a high sense of efficacy work harder and persist longer even when
students are difficult to teach, in part because these teachers believe in themselves and in

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their students. Teacher’s sense of personal efficacy in high schools where other teachers
and administrators have high expectations for students and where teachers receive help
from the principals in solving instructions and management problems (Woolfolk, 2004).
Meta analysis results of 114 studies with 21,616 participants showed that there is 72%
probability that persons with high self-efficacy on a task have better performance than
those with low self-efficacy (Stajkovic and Luthans, 1998). Researches support that
teachers with a high sense of self efficacy have an effect on students’ achievement. Self
efficacious teachers spent more time on students’ monitoring and checking their home
work, provide opportunities to students to correct their responses through their
questioning (Dimbo and Gibson, 1985).
Sources of Developing Self-Efficacy
According to Bandura (1994) and Pajares (2002) individuals form their self-
efficacy beliefs by interpreting information primarily from four sources.
1. The most influential source is their own direct experiences or mastery
experiences. Successes raise efficacy beliefs while failures lower self
efficacy.
2. People form their self efficacy beliefs for interpreting the results of their
actions through the vicarious experiences of observing others performing
tasks.
3. Individuals also create and develop self efficacy beliefs as a result of the
social persuasions they receive from others. These persuasions can involve
exposure to the verbal judgments that others provide. Persuaders play an
important role in the development of an individual’s self beliefs.
4. Somatic and emotional states such as anxiety, stress, arousal and mood
states also provide information about efficacy beliefs. People can gauge
their degree of confidence by their emotional reactions to a task and provide
cues about the anticipated success or failure of the out come, like people in
depressed mood lower their self efficacy for performing the tasks. One way
to enhance self efficacy beliefs is to improve physical and emotional

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wellbeing and reduce negative emotional states, because individuals have
the capability to alter their thinking and feelings, and in this way self
efficacy beliefs can be enhanced.
Professional Development
According to kydd, Crawford and Riches (1999), professional development is
being recognized as crucial not only to the individuals but also to the promotion of
effective and efficient organizations. Professional expertise is the capability to perform
professional roles; professional expertise is embedded in the quality of the processes that
constitute professional work. Professional development is an important concept for
teachers. It helps teachers understand how they have to do their jobs. So in this sense
training and experience is necessary for developing expertise as a teacher.
Teacher Training
Teacher education is perceived as a continuous process which consists of three
distinct but closely interrelated consecutive stages of(a)initial,(b)induction, and(c),in-
service education and training. None of these stages seems dispensable as each occupies a
significant place in the continuum. Teacher training colleges and institutes are the
specialist institutions for the purpose of primary and secondary teachers’ education.
Teacher training institutions can be used for holding refresher courses, seminars
workshops and short term specialist courses for serving teachers on various aspects of
education as demanded by the new trends in this field.(Siddiqui,1991).
Experience and training is also an important element for developing a sense of
efficacy in a career .Teachers’ sense of self efficacy may be enhanced by providing future
teachers with teaching experience in a variety of social context. Teacher education has
been debated for many years. Prospective teachers tend to increase their personal sense of
efficacy as a consequence of completing student teaching (Wool folk, 2004). What ever
approaches are taken, future teachers must be prepared to deal with student failure and
the uncertainty they feel about whether or not they are having an effect on student
learning. (Dimbo and Gibson, 1985). While several studies have assessed the level of
self-efficacy and the characteristics of self-efficacious teachers, there is a need to assess

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prospective male and female teachers' beliefs about their ability to perform specific
teaching competences before going into the classroom. (Brandon, 2000).
Prospective Teachers’ Sense of Self-Efficacy
The development of teacher efficacy beliefs among prospective teachers has
been and continues to be of interest to the researchers. Course and practical work have
differential impacts on personal and general teaching efficacy. Students’ teaching
provides an opportunity to gather information about one’s personal capabilities for
teaching. (Hoy, 2000).
Purpose of the Study
The current study was designed to investigate the changes in prospective
teachers’ sense of self efficacy during the two year professional teacher training program.
This study was guided by the following hypothesis.
It was hypothesized that professional Teacher training program would bring
positive changes in prospective teachers’ sense of self efficacy.
Method
Participants
In this study 289 students (male 18.7%,female 81.3%) were selected who were
enrolled in professional teacher training program in Punjab University Lahore.146
students were selected from previous and 143 from final year. All the nine programs
(Elementary,13.8%, Secondary,6.92%, Islamic,20.1%, Science,12.45%, ECE,6.2%,
Research and assessment,10.7%, ELT,5.9%, MBE,11.8%, MTE,12.1%). of professional
teacher training program were conveniently included in a sample.
Instrument
A questionnaire was developed on a five point likert-type scale, comprised on
25 statements designed by the researchers of the study to measure self efficacy of
previous(before final year) and final year students of teacher training program.

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Validity and Reliability
54 statements (initial item pool) were developed for measuring the self efficacy
of prospective teachers. Those items which had moderate and good mean score, they
were selected. It was also validated by the experts. After pilot testing 25 items were
finally selected.
Cronbach's alpha was used to determine the internal consistency of the
instrument. The reliability coefficient for the questionnaire was.71, which is more than
sufficient for 25 items questionnaire. (Ebel, 1986)
Procedure
All the students in the sample were asked to complete the (PTSE) questionnaire
during the class time, Demographic data, including information about gender, program
and year were also collected from the participants. Most students completed the
questionnaire within ten minutes.
Data Analysis
Data analysis was conducted through t Test to determine the significant
difference between Gender and Program (Final and previous year).
Results
Table 1 contains the prospective Teachers’ means and standard deviations: Male
(M=98.1, SD=7.16) and female (M=102.08, SD=8.34).The t (3.24) value, (p=.001) which
shows that there is a significant difference between the self efficacy of male and female.
Table 1, t Test on male and female prospective teachers’ sense of self efficacy
Variable N Mean Std.Deviation t value Significance
Male 54 98.1 7.16 3.24 .001
Female 235 102.08 8.34
Table 2 contains the Final and Previous year students’ mean and standard deviations: Part

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1(M=100.27, SD=8.31) and Part 2 (M=102.64, SD=8.40).The t (2.41) value, P=.017
shows there is a significant difference between the self efficacy of previous and final year
students.
Table 2, t Test on of previous and final year students’ sense of self efficacy
Variable N Mean Std.Deviation t value Significance
Male 146 100.27 8.31 2.41 0.17
Female 143 102.64 8.40
Conclusion
The results of the study show that there is a significant difference between the
male and female prospective teachers’ sense of self efficacy. Female have higher sense of
self efficacy than males. There is also a significant difference between the part 1 and part
2 students’ sense of self efficacy .Final year students have higher efficacy than previous
year. Teacher education programs that facilitate the development of deep learning
approaches may be better able to produce students with the kind of problem solving
capabilities that sustain their self-efficacy when in the teaching role (Gordon, 2000). So
the professional teacher training program is playing a vital role in developing the
prospective teachers’ sense of self efficacy.
Recommendations
In the light of above sources of self efficacy, we can develop prospective
teacher’s sense of self efficacy in the following ways.
• In the perspective of teaching, mastery experiences can be provided to
students by presentation, teaching practice and micro teaching. These
mastery experiences can be helpful for enhancing their self efficacy.
• Through class room presentations and teaching practice, students learn from
one another’s performance .These vicarious experiences play an important
role in developing self efficacy of prospective teachers.

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• Teachers should provide positive feed back to prospective teachers’
performance during their professional teacher training program and evaluate
their work accurately.
• Teachers help students how they can control their emotions in teaching,
because negative emotions can hinder their performance.
• Provide prospective teachers with a variety of experiences in difficult social
contexts.
• Provide prospective teachers with skills and opportunities to deal effectively
with students’ parents.
• Provide prospective teachers with skills and opportunities to deal effectively
with students’ problems in the classroom.
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Correspondence
Sadia Shaukat, Aisha Siddiquah
Email: sadiashch@msn.com