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
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