THE IMPACT OF TEACHERS’ TEACHING SELF-EFFICACY ON TEACHING PERFORMANCE AMONG PRIMARY SCHOOL TEACHERS: THE CASE OF METEMA WOREDA, NORTH WEST ETHIOPIA

Abstract

Abstract The objective of the study was to investigate the impact of teachers’ self efficacy on teaching performance among elementary school teachers in Metema Woreda of North Gondar Administrative Zone. Adopting quantitative cross-sectional survey design, a total 88(male=42 female=46) elementary schools teachers were made to involve in the study. Data were collected using pilot tested standardized scales, Self- Efficacy Scale and Teaching Performance Scale. Data analysis was undertaken using SPSS version 20. Specifically, Pearson correlation and multiple leaner regression were employed to analyze the data. Results revealed that teachers self efficacy has statistically significant positive association with teaching performance(r= 0.718, p<0.01). Regression analysis indicated that 34% of the variation in teaching performance is explained by all the independent and moderating variables. In addition, teachers’ self efficacy, teaching grade level and sex have greater effect than educational level and work experience on teachers’ teaching performance. Finally, trainings focusing on the development of teachers’ self efficacy have been recommended.