International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Self-Efficacy of School Teachers: A Comparative Study of Government and Private Institutions

Author(s) JEBA ANGEL J, Dr. M. Rajee, Dr. T. Jackuline Brindha
Country India
Abstract Teacher self-efficacy, defined as the belief in one’s capability to organize and execute teaching tasks effectively, is a key determinant of instructional quality and student achievement (Bandura, 1997). Research suggests that teachers with higher self-efficacy employ innovative methods, manage classrooms better, and positively influence student learning (Tschannen-Moran & Hoy, 2001). The present study compares the self-efficacy of school teachers in government and private institutions. Employing a descriptive survey design, data were collected using the Teachers’ Sense of Efficacy Scale (TSES) from a stratified random sample of teachers. Findings indicate notable differences across the three efficacy dimensions—student engagement, instructional strategies, and classroom management. Private school teachers reported higher efficacy in instructional adaptability and engagement, while government school teachers demonstrated comparatively stronger efficacy in classroom management. These results highlight the role of institutional context in shaping teachers’ professional confidence and effectiveness. The study contributes to educational research by emphasizing the need for targeted professional development and policy interventions to enhance teacher self-efficacy across both sectors.
Keywords self-efficacy, school teachers, government institutions, private institutions, teacher effectiveness, classroom management
Field Business Administration
Published In Volume 7, Issue 6, November-December 2025
Published On 2025-12-22
DOI https://doi.org/10.36948/ijfmr.2025.v07i06.63329
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E-ISSN 2582-2160
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