Abstract

• The main aim of this study was to investigate teacher self-efficacy of in-service teachers in Taikkyi District. This study was conducted by using the descriptive research design and survey method. Among the types of survey studies, a cross-sectional survey was used. Teachers’ self-efficacy for teaching was examined by using a questionnaire survey method. The sample of the present study was 355 in-service teachers (107 Primary Assistant Teachers, 148 Junior Assistant Teachers and 100 Senior Assistant Teachers) in Taikkyi District. In this study, Teacher Self-Efficacy Scale (TSE) designed by Albert Bandura (1997) was used. The reliability coefficient of TSE was 0.90. Based on the descriptive analyses of teachers’ self-efficacy, the teachers in this study were identified into three groups, 16.6% of teachers were considered high group, 69.3% of teachers were grouped into a moderate group; and the remaining teachers of 14.1% were identified as a low group. According to the results of this study, there were no significant differences in teacher self-efficacy of in-service teachers by gender, age, marital status, and teaching subjects, whereas there was a significant difference in teacher self-efficacy of in-service teachers by designation. Among these subscales, there were significant differences on instructional self-efficacy, efficacy to enlist parental involvement, and efficacy to create a positive school climate.