Relationship between Teacher's Sense of Self-Efficacy and Teaching Experience

Abstract

This research investigates the relationships among three dimensions of self-efficacy: instructional strategies, classroom management, and student engagement in relation to years of teaching experience. Through convenience sampling method 100 female educators who had been teaching for one or more years was selected. Teachers' Sense of Efficacy Scale (TSES) was used for this study, which consists of 12 items, administered to the participants. The reliability of the overall scale in this study was found to be excellent, a Cronbach’s alpha value of 0.90 demonstrated a high internal consistency of the scale. The results indicate a strong positive correlation between overall self-efficacy and the effectiveness of classroom management as teaching experience increases. However, no significant correlation was observed between years of experience and the effectiveness of instructional strategies or student engagement. The findings highlight the significance of continuous support and development for educators at every stage of their careers, revealing a strong connection concerning professional experience and teacher efficacy.