Exploring B ED Honours Elementary Program and its Effect on Teachers’ Self Efficacy
Journal Title: SPRY CONTEMPORARY EDUCATIONAL PRACTICES - Year 2022, Vol 1, Issue 2
Abstract
Background: Self-efficacy is an essential element for teachers. It helps to execute how teachers are able enough to face challenges and come up with suitable situations. Because teachers are the leaders who lead the classroom and they are closer to classroom activities where learning takes place. Over the past couple of years B. Ed (Hons) program was introduced and it has been a rewarding program for raising the standard of education with its emphasis on teachers’ self-development. It is clearly described that quality education can be served through placing more efforts on the development of teachers’ capacities and skills. The teacher education program is closely interlinked to teachers’ teaching performance and personality. Purpose: This study aimed to investigate 4-year B.Ed. (Hons) elementary program and its effects on prospective teachers’ self-efficacy. This study is mainly concerned with persistent behavior, locus of control, classroom anxiety and professional mastery in the context of Uthal Lasbela, Balochistan. Methodology: The study followed quantitative approach and closed-ended questionnaires. The adopted questionnaire was based on prospective teachers; self-efficacy scale. Furthermore, data were gathered through convenience sampling from prospective teachers at LUAWMS university physically as well online service. The study sample size was 200 but unexpectedly the researcher collected 172 samples from the participants due to pandemic situation. Moreover, the collected data were run through descriptive analysis of the frequency distribution to examine factors frequency, percentage, mean and standard deviation while inferential statistics were applied as independent sample-test to test the hypothesized relations among variables. Findings: ANOVA and Post Hoc test were applied to measure the difference among variables. The results expressed that there is no effect of gender, year of study, and experience on prospective teachers’ locus of control, classroom anxiety, and persistent behavior except professional mastery.
Authors and Affiliations
Fatima Shoukat
Keywords
Related Articles
- EP ID EP720932
- DOI -
- Views 71
- Downloads 0
Impact of Home-Based Schooling on Child Development
Background: Homeschooling has been a controversial topic in the past years. Some parents tend to favour homeschooling over traditional classroom-based learning. However, at the same time, few educationalists regard homes...
Role of Social Media in Language Learning
Purpose: This study is primarily intended to explore the role of social media in language learning. In the contemporary age, technology is used to make learning and teaching more interactive and engaging. Students and te...
Technology Acceptance Model to Determine the Faculty Members’ Experiences of LMS During COVID-19
Background: This study aims to measure the differences between the attitudes Pakistan academics based on their expectations before they use the learning management system since the outbreak of the Coronavirus pandemic an...
Changes in Teacher's Growth Mindset as the Grade Level Increases: A Case Study
Purpose: To create a growth mindset, it is necessary to understand the school mindset. Only then will the administration be able to develop and improve the school's culture. The "What's My School Mindset?" WMSM survey is...
Drawbacks of E-Learning for the Toddlers and their Possible Solutions: A Detailed Study
E-learning in the twenty-first century has transformed the way education for toddlers is perceived. The use of electronic gadgets, including mobiles, tablets and computers, is fast changing the landscape of education and...