Self-Efficacy: A Determining Factor of Teaching Efficiency

Binita Saharia and Dr. Jerina Begum
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Binita Saharia: MA, M.Phil; B.Ed, Research Scholar, Department of Education, University of Science & Technology Meghalaya
Dr. Jerina Begum: MA, Ph.D, Associate Professor, Psychology, University of Science & Technology Meghalaya

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 7, 81-88

Abstract: Teaching is the practice implemented by a teacher aimed at transmitting skills to a learner, a student, or any other audience in an educational institution. It is closely related to learning, the student’s activity of appropriating this knowledge. H.C Morrison stated that “teaching is an intimate contact between a more mature personality and a less mature one, aimed at advancing the education of the latter.†Teaching is an interactive process, primarily involving classroom talk, which takes place between teacher and pupil and occurs during defining activities. Teaching efficiency refers to a teacher’s ability to maximize student learning within a given time frame, resources and effort. Efficiency in teaching means making the most of the limited time available for instruction. It involves optimizing teaching strategies, managing time, and ensuring that students gain knowledge and skills within a reasonable timeframe. Teacher’s self-efficacy is defined as their belief in their capability to handle tasks related to their professional work successfully. Teachers self efficacy impacts important academic outcomes such as students well-being, achievement, and motivation. Self-efficacy, a teacher’s belief in their ability succeed in teaching, is a crucial factor determining teaching efficiency. Teachers with high self-efficacy are more likely to be effective, engaging and persistent in the face of challenges. They are also more likely to adopt new teaching methods, plan effectively and deal constructively with student mistakes.

Date: 2025
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