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Dr. Ravindra Pathak1, Devendra Sharma2, Mamta Verma3, Shahina Bano4, Dhyanendra Rana5, Neha Sisodiya6 ABSTRACT The purpose of present study was to examine the relationship between the teachers self-efficacy and commitment to teaching. This research paper is based on a study conducted to analyze the relationship between teachers self-efficacy and commitment to teaching. The sample size of the study was 100 respondents. Non probability Purposive sampling technique was used to select the sample. Regression analysis was applied to find out the cause and effect relationship between teachers self-efficacy and commitment teaching. The major findings of the study indicate that there is a significant relationship between Teachers Self Efficacy and Commitment to Teaching. Key Words Self-efficacy, Self-image commitment to teaching INTRODUCTION Teachers Self-Efficacy Self-efficacy is the belief of a person that he/she has the capability to achieve specific goals in an effective and appropriate manner (Ornord 2006). It occurs in all walks of human life whether it is professional or private behavior. In the context of education, teachers self-efficacy can be defined as the personal (i.e. self-perceived) conviction of a teacher in his/her ability to make a lesson plan and attain the set objectives. It is the confidence of a teacher about his/her skills to instruct the students in a smooth and effective manner. Teachers self-efficacy should be differentiated from teachers competence. Teachers competence should be confined to the professional knowledge and skills. But teachers self-efficacy is a much broader concept and in fact high self-efficacy usually has a direct impact on the successful use of professional knowledge and skills or conversely low self-efficacy affects the proper use of professional knowledge and skills. In this way, it can be said that self-efficacy is a very strong self-managing trait that makes teachers able to utilize their potential to increase pupils learning. It should be recognized that teachers self-efficacy is closely related to perseverance. Stronger self-efficacy leads to greater perseverance and the greater the perseverance, the greater the possibility of successful teaching behaviors. Teachers self-efficacy is an important part of Banduras social-cognitive theory. According to Bandura self- efficacy is the belief about ones own abilities to plan and carry out a certain task (Bandura, 1997). 1Assistant Professor, Prestige Institute of Management, Gwalior 2Research Scholar, Jiwaji University, Gwalior 3Research Scholar, Jiwaji University, Gwalior 4Research Scholar in Chemistry, Behind Govt. High School, Siliguri 5Student, Prestige Institute of Management, Gwalior 6Student, Prestige Institute of Management, Gwalior Self-efficacy beliefs exert a great influence on thought patterns and emotions, which has a decisive impact on actions. There are two important components of Banduras self-efficacy theory efficacy expectation and outcome expectancy. The former is the belief that one has the capability, knowledge, and skills to successfully implement the behavior or actions required to have the expected outcome(s). The latter deals with a persons assessment of the likely effects (impact) of executing a task at the self-expected level of performance. That is, outcome expectancy is the conviction that a given behavior or action will certainly lead to desired result(s). To become successful, the teacher must not have only high efficacy expectations but high outcome expectancy also. If the teacher has the former and not the latter, it is not likely that the teacher will become a successful teacher even though the teacher is professionally well-qualified and trained. Commitment to teaching Teaching is a very serious profession and like other professions, it also requires that the teachers must have sound knowledge of their subject, competence, dedication, skills, and behaviors. First of all, in the case of a teacher who is not self-employed and serves for an educational institution, commitment to this institution ought to be expected. To abide by its rules regulations and embrace its philosophical and pedagogical principles are not unreasonable requirements. It goes without saying that, in a progressive, learning institution, such kinds of rules, regulations, and principles need to be regularly discussed with the teaching staff, who need not feel uncomfortable to question them and can suggest advancements. After being negotiated and defined, however, rules, regulations, and principles must be rigorously followed. Besides the institution, other stakeholders must also be taken into consideration. In order to make teaching and learning effective, it is also the responsibility of committed professionals especially those who teach children and teenagers to inform students parents on regular intervals regarding the performance of the students and the steps taken by the institute for making the teaching and learning meaningful. For the all round development and effective education of our young ones, Parent-school partnerships need to be strengthened. A fully committed teacher always keeps students learning and interests above everything else and does everything possible to update and sharpen ones professional skills to impart education in a better way. A truly committed teacher changes his methodology according to the level and requirements of the students and adopts innovative ways especially focusing on learning by doing concept to make learning-teaching effective and permanent. REVIEW OF LITERATURE YETERL, K. (2010) conducted a study and found that teacher training programs positively contribute in acquiring the adequate ability on how pre-service teachers use their professional knowledge. One of the important findings of this study is that Gibson and Dembos two-factor teacher self-efficacy scale may not be a valid instrument for the evaluation of efficacy beliefs of pre-service teachers in Turkey. Theodore Coladarci (1992) found that the greater teaching commitment tended to be expressed by those teachers who had higher general and personal efficacy. It was also found that teaching commitment was higher among the female teachers. Peter Gavora (2010) studied and found that Pre-service students scores on both teaching self-efficacy and general teaching efficacy were more than the midpoint of the scales. It Showed they had positive self-efficacy. One of the significant findings of this study was that similar samples in three countries surprisingly showed the similar results. Diane L. Witt Rose (2003) conducted a study to investigate relationship between self- efficacy, gender, age and academic achievement in a two- year college science course and found that there was no significant relationship between gender and self-efficacy. It was also found that there was no connection between age and self-efficacy. However, there was a remarkable relationship between self-efficacy level and academic achievement. Zhang (2001) researched that there were noteworthy gender differences on both Distance Learning (DL) self-efficacy and distance learning attainment. Huen Yu (2002) studied the effects of principals transformational leadership practices on teachers commitment to change in Hong Kong Primary schools and suggested outstanding effects of transformational leadership on mediating variables and weak but important effects on teachers commitment to change. It was also found that the pattern of transformational leadership effects is similar in both North America and Hong Kong but the immensity of these effects is far less in Hong Kong. Anyieni, A. (2014) conducted a study and found that there was a relationship between performance appraisal and commitment this was a very important correlation. Ellis D. Evans Margaret Tribble (2015) studied and found that the rank order of teaching problems of pre service and beginning teachers are altogether different. Stress problems of beginning teachers are related to classroom discipline, assessing student work, and relationships with parents, while pre service teachers stress problems with subject matter. Gian Vittorio Caparara (2006) conducted a study and found that teachers personal efficacy beliefs had a great effect on their job satisfaction and students academic achievement, controlling for previous levels of achievement. Lilian K.Y. Li (2012) conducted a study and found that effort could only be considered as an indirect factor to bridge the relationship between attitude, self- efficacy and academic attainment. Fred C. Lunenburg (2011) studied and found that a self-efficacy has a great effect on the tasks employees take up to learn and the goals they set for themselves. Ghavifekr, S., Pillai, N. S. (2016) studied and found that there is a very positive relationship between school organizational climate and teachers job satisfaction. The teachers in this study were found to be very much satisfied with their job. This study also found that there is no serious difference in levels of job satisfaction between the teachers gender (male and female). Azizuddin Khan, Eleni Fleva Tabassum Qazi (2015) studied and found that there was an important relationship between teachers efficacy, general efficacy and self-esteem. Results indicated that high teachers efficacy was a reflection of high self-esteem and high general self-efficacy. On the contrary, low self-esteem and low general self-efficacy caused to low teachers efficacy and results in substandard performance in the class. OBJECTIVES OF THE STUDY To develop and re-standardize a measure for evaluating the Teachers Self Efficacy and Commitment to Teaching. To analyze the relationship between Teachers Self Efficacy and Commitment to Teaching. To open new vistas for further research. RESEARCH METHODOLOGY The study was Casual in nature and survey method was used to complete the study. The population included was teachers of different colleges / school in Gwalior region. Individual teacher was the sampling element. Non probability Purposive sampling technique was used to select the sample. The Sample size was 100 respondents. Data was collected on a likert type scale, where 1 stands for minimum agreement and 5 stands for maximum agreement. The measures were standardized through computation of reliability and validity. Factor analysis was applied to identify the underlying factors. Regression was applied to know the relationship between the Teachers Self Efficacy and Commitment to Teaching. Hypothesis Ho There is no significant relationship between Teachers Self Efficacy and Commitment to Teaching. RESULT AND DISCUSSION Reliability Test S.NName of variable Cronbachs Alpha No. of Items 1Teachers Self Efficacy 0. 704 15 2Commitment to Teaching 0. 845 17 Above table indicate the reliability coefficient Cronbachs alpha value greater than 0.7 therefore the measures were used in the study. Regression Analysis The linear regression test was applied to establish cause and effect relationship between Teachers Self Efficacy and Commitment to Teaching through PASW 18 software. In this analysis, Teachers Self Efficacy was taken as independent variable and Commitment to Teaching was considered as dependent variable. R Square F- Value Significant 0.171 18.330 .000 The results of regression test shows that Independent variable (Teachers Self Efficacy) explain 17.1 variance on dependent variable (Commitment to Teaching). ANOVA table explain F- value which was found 18.330 and significant at 0.000 level of significance. Thus, Null Hypothesis is rejected which indicates that there is no significant relationship between Teachers Self Efficacy and Commitment to Teaching. Therefore, there is significant cause and effect relationship between the variables. CONCLUSION The present study attempts to examine the relationship between teachers self efficacy and their commitment in teaching. Good teaching is affected not only by the knowledge and pedagogy of teachers, but also by their passion to teach, which is associated with enthusiasm, caring, commitment, and teaching efficacy. It is concluded from the above study that there is a significant relationship between Teachers Self Efficacy and Commitment to Teaching. Despite its limitation in generalization due to a relatively small sample size, the results would be meaningful and significant for educators and researchers in related areas of study. REFERENCES Anyieni, A. (2014).Relationship between performance appraisal and teacher commitment in Kenya (case study of public schools in Nakuru)(Doctoral dissertation). Caprara, G. V., Barbaranelli, C., Steca, P., Malone, P. S. (2006). Teachers self-efficacy beliefs as determinants of job satisfaction and students academic achievement A study at the school level.Journal of school psychology,44(6), 473-490. Coladarci, T. (1992). Teachers sense of efficacy and commitment to teaching.The Journal of experimental education,60(4), 323-337. Evans, E. D., Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among pre service teachers.The Journal of Educational Research,80(2), 81-85. Gavora, P. (2010). Slovak pre-service teacher self-efficacy Theoretical and research considerations.The New Educational Review,21(2), 17-30. Ghavifekr, S., Pillai, N. S. (2016). The relationship between schools organizational climate and teachers job satisfaction Malaysian experience.Asia Pacific Education Review,17(1), 87-106. Khan, A., Fleva, E., Qazi, T. (2015). Role of Self-Esteem and General Self-Efficacy in Teachers Efficacy in Primary Schools.Psychology,6(01), 117. Li, L. K. (2012). A Study of the Attitude, Self-efficacy, Effort and Academic Achievement of City U Students towards Research Methods and Statistics.DiscoverySS Student E-Journal,1(54), 154-183. Lunenburg, F. C. (2011). Self-efficacy in the workplace Implications for motivation and performance.International journal of management, business, and administration,14(1), 1-6. Witt-Rose, D. L. (2003).Student self-efficacy in college science An investigation of gender, age, and academic achievement(Doctoral dissertation, University of Wisconsin-Stout). Yeterl, K. (2010). Teacher Efficacy Scale The Study of Validity and Reliability and Preservice Classroom Teachers self Efficacy Beliefs.Journal of Theory and Practice in Education,6(1), 68-85. Yu, H., Leithwood, K., Jantzi, D. (2002). The effects of transformational leadership on teachers commitment to change in Hong Kong.Journal of educational administration,40(4), 368-389. Zhang, J., Li, F., Duan, C., Wu, G. (2001). Research on self-efficacy of distance learning and its influence to learners attainments. InProceedings of the International Conference on Computers in Education (ICCE)/SchoolNet(pp. 1510-1517). Wu, G. (2001). Research on self-efficacy of distance learning and its influence to learners attainments. InProceedings of the International Conference on Computers in Education (ICCE)/SchoolNet(pp. 1510-1517). Annexure Regression Test Model SummarybModelRR SquareAdjusted R SquareStd. Error of the EstimateDurbin-Watsondimension01.413a.171.1618.256791.706a. Predictors (Constant), SEb. Dependent Variable TC ANOVAModelSum of SquaresdfMean SquareFSig.1Regression1249.65011249.65018.330.000aResidual6067.5379868.175Total7317.18799a. Predictors (Constant), SEb. Dependent Variable TC CoefficientsModelUnstandardized CoefficientsStandardized CoefficientstSig.BStd. ErrorBeta1(Constant)28.7208.5593.356.001SE.678.158.4134.281.000a. Dependent Variable TC Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9
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