Teachers’ Sense of Efficacy among Secondary School Teachers in Riyadh

dc.contributor.author	Dr. Al-Kathiri, Saud N.
dc.date.accessioned	2018-08-02T05:51:26Z
dc.date.available	2018-08-02T05:51:26Z
dc.date.issued	2011
dc.identifier.issn	1726-3678
dc.identifier.uri	https://journal.uob.edu.bh:443/handle/123456789/2620
dc.description.abstract	The study goal was to measure sense of efficacy of secondary school teachers in Riyadh by using the TSES measure. Upon translation to Arabic, the measure was tested in terms of its reliability and intercorrelation and then distributed to a sample of (753) teachers. The results showed above average teacher efficacy, in general. The results also showed that the instruction strategies factor was the highest, and the student engagement factor was the lowest. In addition, teachers experience had an effect on teacher efficacy: more experienced teachers seemed to have higher sense of efficacy. Recommendations and suggestions were presented.	en_US
dc.language.iso	other	en_US
dc.publisher	University of Bahrain	en_US
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/	*
dc.subject	Teacher efficacy
dc.subject	instructional strategies
dc.subject	student engagement
dc.subject	classroom management.
dc.title	Teachers’ Sense of Efficacy among Secondary School Teachers in Riyadh	en_US
dc.type	Article	en_US
dc.identifier.doi	http://dx.doi.org/10.12785/JEPS/120407
dc.volume	12
dc.issue	04
dc.source.title	Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle	JEPS