SELF-EFFICACY OF FORMALLY AND NON-FORMALLY TRAINED PUBLIC SECTOR TEACHERS

The main objective of the study was to compare the formally and non-formally
trained in-service public sector teachers‘ Self-efficacy. Five hypotheses were
developed describing no difference in the self-efficacy of formally and non-formally
trained teachers to influence decision making, influence school resources,
instructional self-efficacy, disciplinary self-efficacy and create positive school
climate.
Teacher Efficacy Instrument (TSES) developed by Bandura (2001) consisting of thirty
9-point items was used in the study. 342 formally trained and 255 non-formally
trained respondents‘ questionnaires were received out of 1500 mailed.
The analysis of data revealed that the formally trained public sector teachers are high
in their self-efficacy on all the five categories: to influence decision making, to
influence school resources, instructional self-efficacy, disciplinary self-efficacy and
self-efficacy to create positive school climate.