Towards The Self-Efficacy Of Teachers In Education Sector: A Review Of The Literature

Abstract

Self-efficacy is one of several factors that affect a teacher's effectiveness. Albert Bandura, a psychologist, introduced the concept of self-efficacy in his social cognitive theory. Self-efficacy is the idea that someone believes they are capable of carrying out certain actions. Teachers who have a strong feeling of confidence in their skills will accomplish more, whereas those who have a poor sense of confidence will be plagued with failure-related worry. Researchers have shed light on teachers' self-efficacy in teaching and learning over the last forty years and identified it as one of the key effective components. Many academics have been interested in the research of self-efficacy and its effect on human performance during the last 20 years, including (Clayson and Sheffet (2006); Nauta, 2004), Muijs and Reynolds (2001) , Bandura (1997), and Soodak and Podell (1993). For instructors to complete their objectives, duties, and how they address educational problems, self-efficacy is essential. Teachers with low self-efficacy avoid difficult tasks, view creative tasks and situations as difficult to complete, interpret most things negatively, and lose faith in their abilities. Teachers with high self-efficacy welcome difficult tasks as things to be mastered, foster a deeper sense of interest in their work, develop strong commitments, and recover quickly from setbacks. Reviewing the concept of teachers' self-efficacy and its significance in their effectiveness is the goal of this research.