Investigating Predictors of Sense of Efficacy Beliefs of Classroom,Science, and Mathematics Teachers*

Abstract

The purpose of this study was to examine the predictors of teachers’ sense of efficacy.Data were collected from 383 science, mathematics, and classroom teachers using Teachers’Sense of Efficacy Scale and additional items for assessing predictors including gender, teachingfield, years of teaching experience, satisfaction with performance, support from colleagues,support from parents, support from administration, and teaching resources. Data wereanalyzed by utilizing hierarchical regression analysis. Results showed that satisfaction withperformance made significant contribution to the efficacy of instructional strategies, efficacyof classroom management, and efficacy of student engagement, whereas gender, teachingfield, and years of teaching experience variables were not significant predictors of any ofthe dependent variables. Parental support and teaching resources predicted the efficacy ofstudent engagement only.