The Relationship Between Self-Efficacy on Teaching Reading Comprehension Skills among Secondary Schools Teachers in Telangana State, India

DOI: https://doi.org/10.21070/jees.v3i2.1280

Author (s)


(1) * Farhath Unissa Begum   (Universiti Utara Malaysia)  
        Malaysia
(2)  Mohd Hilmi Bin Hamzah   (Universiti Utara Malaysia)  
        Malaysia
(*) Corresponding Author

Abstract


Over the years, the quality and effectiveness of teaching have been the priority of the Indian government in improving the education sector, particularly the teaching reading comprehension skill among teachers.  This paper investigates the relationship between self-efficacy on teaching reading comprehension skills among secondary school teachers in Telangana State, India.  The study is a quantitative research of the survey type.  The total of 2019 teachers of government owned secondary schools constituted the population, simple random sampling technique was used to select 192 teaching English language across all secondary schools in the state.  Two sets of questionnaire title Teacher self-efficacy Scale (TSES) and Teaching Reading Comprehension Skills which was adapted from Progress International Literacy Study (PIRLS) were used to seek information from English teachers.  Pearson product moment correlation statistics was used to analysis the data and the results of the findings revealed that there is a statistically significant relationship between self-efficacy and teaching reading comprehension skill among secondary school teachers in Telangana State India.  Therefore, this study recommends that the school management should implement a policy that will increase teacher efficacy to improve students reading comprehension and to design more effective reading course and activities in the classroom.



Keywords

self efficacy; reading skill; TSES



Full Text: PDF



References


Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.

Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.

Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8–10.

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44.

Bangs, J., & Frost, D. (2012). Teacher self-efficacy, voice and leadership: Towards a policy framework for Education International. Education International Research Institute, Cambridge, UK.

Black, G. L. (2015). Developing teacher candidates’ self-efficacy through reflection and supervising teacher support. In Education, 21(1), 78–98.

Bordelon, T. D., Phillips, I., Parkison, P. T., Thomas, J., & Howell, C. (2012). Teacher efficacy: How teachers rate themselves and how students rate their teachers. Action in Teacher Education, 34(1), 14–25.

Creswell, J. W. (2014). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage Publications.

Kahle, D. K. (2008). How elementary school teachers mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices (Doctoral dissertation). The Ohio State University, Columbus, OH.

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129.

Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43.

McGee, J. R., & Wang, C. (2014). Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument. Journal of Psychoeducational Assessment, 32(5), 390–403. https://doi.org/10.1177/0734282913516280

Oswald, M., & Swart, E. (2011). Addressing South African pre-service teachers’ sentiments, attitudes and concerns regarding inclusive education. International Journal of Disability, Development and Education, 58(4), 389–403.

Protheroe, N. (2008). Teacher Efficacy: What Is It and Does It Matter? Principal, 87(5), 42–45.

Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26–40.

Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112(12), 2988–3023.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(1), 783–805.

Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers


Article View

Abstract views : 45 times | PDF files viewed : 32 times

Dimensions, PlumX, and Google Scholar Metrics

10.21070/jees.v3i2.1280




Copyright (c) 2018 JEES (Journal of English Educators Society)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.