TEACHERS’ SELF-EFFICACY BELIEFS: THE RELATIONSHIP BETWEEN TEACHERS’ AGE AND INSTRUCTIONAL STRATEGIES, CLASSROOM MANAGEMENT AND STUDENT ENGAGEMENT
DOI:
https://doi.org/10.46827/ejsss.v0i0.251کلمات کلیدی:
teachers, self–efficacy beliefs, age, instructional strategies, classroom management, student engagementچکیده
Recently self-efficacy studies focus on the educational context, with a particular focus on teacher profession. The main purpose of this study was to explore teachers’ self-efficacy beliefs with respect to age. All data were collected through Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001). Participants in this study were located in three cities in Albania. The analysis of data was based on the response of 850 teachers. In terms of the three subdimensions of the self- efficacy scale, the results indicated that with age increases even self-efficacy in student engagement, in instruction strategies and in classroom management.
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