The Relationship Between Teachers’ Efficacy and Classroom Management

Abstract

Teacher efficacy takes a key role in improving quality education in every nation. Efficacious teachers are more likely to stay in their teaching professions, spend more time teaching, make greater efforts in classroom management. Myanmar (known as Burma) is situated in mainland Southeast Asia and the population is about 54 million. Education standard in Myanmar is falling since there is an inadequacy of teacher training programs and other professional development programs for teachers. Lack of research focusing on measuring teacher efficacy and its impact on teaching learning situation in Myanmar context provided inspiration to conduct this study, which focused on investigating the relationship between teachers’ efficacy and classroom management practice. The purpose of this research is to study the relationship between teachers’ efficacy and classroom management practice of primary teachers in Monywa Township in Myanmar. Monywa is a capital city and the largest city in Sagaing Region, located in the north-western part of the country. It has a good reputation in its education practices. A survey research design is used in this study. Participants included 151 primary school teachers from basic education primary schools. The Teachers’ Sense of Efficacy Scale (TSES) designed by Tschannen-Moran, et al., (2001) was also employed to examine their efficacy beliefs and Little-Akin (2007)’s items for classroom management was revised and validated to measure classroom management practices. Results of the survey indicate that if teachers’ efficacy is high, their classroom management practices will be high. Highly efficacious teachers are more likely to learn and use new approaches and strategies for teaching, use effective management techniques.

Keywords: Teacher efficacy, Classroom management, Engagement, Instructional strategies

DOI: 10.7176/JEP/12-26-03

Publication date:September 30^th 2021