Impact of Self Efficacy of University Teachers on Their Performance

Abstract

Teachers’ performance in higher education concerns with delivering competent and efficient education. Teachers need to acquire more experience and competence to meet the required expectations. Teachers’ perceived self-efficacy is accepted as major influential factor that affects one’s confidence to execute pattern of actions. In this regard, present study investigates the impact of teachers’ perceived self-efficacy on their job performance. The research adopted quantitative method. For this study, 110 teachers and 560 students were selected randomly from public sector universities. A Teachers’ Self-Efficacy Scale by Bandura (1997) comprising 30 items and self-made questionnaire regarding job performance comprising 25 items were used to collect data from participants. It was found that there is significant strong and positive relationship between teachers’ selfefficacy and their job performance. Researchers concluded that teachers’ self-efficacy belief has strong significant impact on their job performance. Teachers’ perceived self-efficacy showed 84.3 percent variance with positive impact on teachers’ job performance. The results showed that female teachers were more efficacious to perform their job in comparison to male teachers. However, students expressed less satisfaction with their
teachers’ performance, while teachers were found more satisfied than those of their students.