Teacher self-efficacy and teacher collaboration
Keywords:
Teaching skills, Effectiveness, Self-efficacy, Teacher collaboration, FeedbackAbstract
Teachers' self-efficacy plays a critical role in shaping their job satisfaction, teaching effectiveness and students' learning outcomes. This study aimed to explore how collaboration among teachers, along with other influencing factors, impacts their sense of self-efficacy. In total, two hundred secondary school teachers from urban and rural areas participated in the study. The findings revealed that teachers generally exhibit high levels of self-efficacy, with sufficient levels of collaboration among them. Teachers demonstrated relatively good self-efficacy in their ability to manage and motivate students effectively, but their confidence in utilizing digital technology to support individual and cooperative student activities and foster critical thinking was relatively lower. A one-way analysis of variance (ANOVA) was deployed to examine whether teachers' self-efficacy varied based on participants’ years of service, teacher training institution, profession, or level of collaboration. Among these variables, only teacher collaboration showed a statistically significant effect. Specifically, differences in self-efficacy were observed based on the frequency level of teacher collaboration (F(2, 196) = 10.05, p < .001). Additionally, Pearson's correlation analysis revealed a positive, moderate relationship between teacher’s self-efficacy and their collaboration (r = .37, p < .01), highlighting the importance of collaborative practices in enhancing self-efficacy. To enhance teachers' self-efficacy, universities and colleges providing teacher training should focus on fostering students' collaboration skills and creating more opportunities for them to receive constructive feedback throughout their training process.
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