Abstract:
Abstract
The objective of the study was to investigate the impact of teachers’ self efficacy on
teaching performance among elementary school teachers in Metema Woreda of
North Gondar Administrative Zone. Adopting quantitative cross-sectional survey
design, a total 88(male=42 female=46) elementary schools teachers were made to
involve in the study. Data were collected using pilot tested standardized scales, Self-
Efficacy Scale and Teaching Performance Scale. Data analysis was undertaken using
SPSS version 20. Specifically, Pearson correlation and multiple leaner regression
were employed to analyze the data. Results revealed that teachers self efficacy has
statistically significant positive association with teaching performance(r= 0.718,
p<0.01). Regression analysis indicated that 34% of the variation in teaching
performance is explained by all the independent and moderating variables. In
addition, teachers’ self efficacy, teaching grade level and sex have greater effect than
educational level and work experience on teachers’ teaching performance. Finally,
trainings focusing on the development of teachers’ self efficacy have been
recommended.
