GENERAL SELF-EFFICACY OF PROSPECTIVE TEACHERS: AN INVESTIGATION INTO THE RELATIONSHIP WITH ACADEMIC ACHIEVEMENT

Abstract

The aim of this current study was to explore the self-efficacy level of prospective teacher and its effect on their academic achievement. This study would be valuable for prospective teachers and that they will be aware of their self-efficacy level which influences on their academic achievement. The study method was quantitative and correlational research was conducted. Five hundred forty-six prospective teachers were selected from education departments of three universities by using convenience sampling technique. Data were collected by using general self-efficacy scale developed by Sherer et al., (1982). It was consisted of 17 items and reliability was 0.798. Pearson coefficient of correlation Coefficient, t-test and one-way (ANOVA) was calculated to test the study hypothesis. Findings showed that the self-efficacy level was moderate to high of prospective teachers. A significant positive strong relationship existed between self-efficacy and their academic achievement. Further differences between the self-efficacy and academic achievement with the demographic data were explored as well. A significant difference exists between female and male and marital status but no significant difference was found with the academic achievement. There was a significant difference of locale with academic achievement but not found significant difference with self-efficacy. It was concluded that high self-efficacy leads to high academic achievement of prospective teachers.

Keywords: Prospective Teachers, Self-efficacy, Initiative, Persistence, Effort