Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers
This research explores the difference in self-efficacy beliefs by gender and language of instruction of teachers. This descriptive study uses survey. The multistage stratified random sampling is employed to choose the sample for the study. The sample comprises 1761 teachers: 880 male and 881 female teachers from 419 primary, middle and high school. Out of 1761 teachers 923 are from English medium and 838 are from Urdu medium schools. The schools are selected from nine districts of the Punjab. The data are collected by using Teachers’ Sense of Efficacy Scale. The t-test and ANOVA are run to find mean self-efficacy. The study finds self-efficacy level of teachers from Urdu medium schools being higher than teachers from English medium schools. No difference in self-efficacy by gender is reported. It is further concluded that effect of medium of instruction on self-efficacy does not depend upon gender.
-
Self-efficacy, Beliefs, Gender, Medium of Instructions
-
(1) Mahfooz ul Haq
Subject Specialist, Department of Education, Bahawal Nagar, Punjab, Pakistan.
(2) Ijaz Ahmed Tatlah
Assistant Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan.
(3) Intzar Hussain Butt
Assistant Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan.
- Alwis, C.D. (2005). Attitude of form two students toward learning science in English: A case study of schools in Kota Samarahan. Retrieved April 12, 2010 from www.ipbl.edu.my/inter/penyelidikan/.../2005/caesarUITM.pdf
- Al-Watban, M. S. (2012). Dimensions of Personal Teaching efficacy: Comparative Study according to gender, Educational Stage, and Experiences. Journal of Arabic and Human Sciences, 6(1), p, 373-515.
- Awopetu, A.V. (2016). Impact of Mother Tongue on Children's Learning Abilities in Early Childhood Classroom. Procedia - Social and Behavioral Sciences 233, 58 - 63
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191-215.
- Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
- Bengali K. (1999). History of Educational Policy Making and Planning in Pakistan. Islamabad: Sustainable Development Policy Institute.
- Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change. Vol. VII: Factors aff ecting implementation and continuation (Report No. R-1589/7-HEW). Santa Monica, CA: The Rand Corporation (ERIC Document Reproduction Service No. 140 432).
- Çakiroğlu, E., & Işiksal, M. (2009). Preservice Elementary Teachers' Attitudes and Self-efficacy Beliefs toward Mathematics. Education and Science, 34(151), 132-139.
- Celik, K. (2013). The Relationship between Individual Innovativeness and Selfefficacy Levels of Student Teachers. International Journal of Scientific Research in Education, 6(1), 56-67.
- Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90, 230-239.
- Directorate of Staff Development (2010). Training manual to change medium in government schools: Urdu to English. Lahore: DSD.
- Emmer, E., & Hickman, J. (1990). Teacher decision making as a function of efficacy, attribution, and reasoned action. Annual meeting of the American Educational Research Association, Boston, MA.
- Flowerdew, J., Miller, L. & Li, D.C.S. (2000). Chinese lecturers' perceptions, problems and strategies in lecturing in English to Chinese-speaking students. RELC Journal, 31(1), 116-138.
- Franklin, C. E. M., 1990. Teaching in the target language: problems and prospects. Language Learning Journal, 2, p. 20-24.
- Government of Pakistan (2009). National Education Policy 2009. Islamabad: Ministry of Education, Government of Pakistan.
- Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics selfefficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261-273.
- Henson, R.K., Kogan, L.R., & Vacha-Haase, T. (2001). A reliability generalization study of the teacher efficacy scale and related instruments. Educational and Psychological Measurement, 61(3), 404-420.
- How, K. Y. (2008). Teaching efficacy beliefs of primary school teachers in using English to teach mathematics and science, Journal IPBA, 3(2), 45-49.
- Hoy, W. & Woolfolk, A. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93(4), 355-372.
- Karimvand. P. N. (2011). The Nexus between Iranian EFL Teachers' self-efficacy, Teaching Experience and Gender. English Language Teaching, 4(3), 171- 183.
- Lee, M., Buck, R., & Midgley, C. (1992). The organizational context of personal teaching efficacy. Annual meeting of the American Educational Research Association, San Francisco, CA.
- Lee, V., Dedrick, R., & Smith, J. (1991). The effect of social organization on schools teachers' efficacy and satisfaction. Sociology of Education, 64, 190-208.
- Met, M. (1994). Teaching content through a second language. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 159-182). New York: Cambridge University Press.
- Moore, W., & Esselman, M. (1992, April). Teacher efficacy, power, school climate and achievement: A desegregating district's experience. Annual meeting of the American Educational Research Association, San Francisco.
- Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37, 589-613.
- Oluwole D.A. (2008). The impact of mother tongue on students' achievement in English language in Junior Secondary Certificate Examination in Western Nigeria. Journal of Social Sciences, 17(1):41-49.
- Ormrod, J. E. (2006). Educational Psychology: Developing Learners (5th ed.). Glossary. N.J., Merrill: Upper Saddle River
- Ovando, C. J. and Collier, V. P. (1985). Bilingual and ESL Classrooms. New York: McGraw-Hill Book Company
- Pajares, F., & Miller, D. M. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematics Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
- Raudenbush, S., Rowen, B., & Cheong, Y. (1992). Contextual effects on the selfperceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
- Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships? British Journal of Educational Psychology, 82(2), 270-288.
- Senemoglu, N., Demlrel, M., Yagci, E., & Ustundag, T. (2009). Elementary School Teachers' Self-Efficacy Beliefs: A Turkish Case. Humanity & Social Sciences Journal 4 (2), 164-171.
- Sridhar, Y. N., & Badeie, H. R. (2008). Teacher Efficacy Beliefs: A Comparison of Teachers in India and Iran. Journal of the Indian Academy of Applied Psychology, 34, 81-89.
- Tajeddin, Z., & Khodaverdi, N. (2011). EFL Teachers' Efficacy Beliefs: Impacts of Gender, Experience, and Educational Background. Iranian Journal of Applied Linguistics (IJAL), 14(1), 159-182.
- Tejeda-Delgado, M. D. C. (2009). Teacher efficacy, tolerance, gender, and years of experience and special education referrals. International Journal of Special Education, 1, 112-119.
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
- Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K., (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-228
- Tse, S. K., Shum, M. S. K., Ki, W. W. and Wong, C. P. C. (2001) The transition from English to mother-tongue Chinese as medium of instruction. Educational Studies in Language and Literature, 1, 9-36.
- Tung, P., Lam, R., & Tsang, W. K. (1997). English as a medium of instruction in post- 1997 Hong Kong: What students, teachers, and parents think?, Journal of Pragmatics, 28, 441-459.
Cite this article
-
APA : Haq, M. u., Tatlah, I. A., & Butt, I. H. (2018). Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers. Global Social Sciences Review, III(IV), 273-283. https://doi.org/10.31703/gssr.2018(III-IV).18
-
CHICAGO : Haq, Mahfooz ul, Ijaz Ahmed Tatlah, and Intzar Hussain Butt. 2018. "Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers." Global Social Sciences Review, III (IV): 273-283 doi: 10.31703/gssr.2018(III-IV).18
-
HARVARD : HAQ, M. U., TATLAH, I. A. & BUTT, I. H. 2018. Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers. Global Social Sciences Review, III, 273-283.
-
MHRA : Haq, Mahfooz ul, Ijaz Ahmed Tatlah, and Intzar Hussain Butt. 2018. "Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers." Global Social Sciences Review, III: 273-283
-
MLA : Haq, Mahfooz ul, Ijaz Ahmed Tatlah, and Intzar Hussain Butt. "Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers." Global Social Sciences Review, III.IV (2018): 273-283 Print.
-
OXFORD : Haq, Mahfooz ul, Tatlah, Ijaz Ahmed, and Butt, Intzar Hussain (2018), "Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers", Global Social Sciences Review, III (IV), 273-283
-
TURABIAN : Haq, Mahfooz ul, Ijaz Ahmed Tatlah, and Intzar Hussain Butt. "Self-efficacy Beliefs of English and Urdu Medium Schools' Male and Female Teachers." Global Social Sciences Review III, no. IV (2018): 273-283. https://doi.org/10.31703/gssr.2018(III-IV).18