Volume 14 No 2 (2022): International Journal of Early Childhood Special Education
Teachers’Self-Efficacy on the Teaching Style from their Teaching Experience: A Comparative Analysis of Government Aided, Self-Finance/Private and Purely Government Schools
Keywords: teaching styles, self-efficacy, students’ agency, innovative teaching, assessment and feedback, technology uptake in teaching
Finding an effective way of teaching and learning while engaging 21st-century learners is one of the challenges for teachers globally. Being a good teacher means having the efficacy of using various teaching styles to engage the learners towards reaching their educational goals. The effectiveness of the teaching style depends much on the self-efficacy of the teachers in their teaching styles. This study analysed the self-efficacy of teachers on their teaching styles during instructional activities from government-aided, self-finance/private and government institutions. The study focused on students’ agency, inquiry and critical thinking, assessment and feedback, innovative teaching, technology uptake and preparing lifelong learners. The findings indicated that the teachers' self-efficacy is low in using technology for teaching, adopting innovative teaching strategies and teaching inquiry and critical mind.
IssueVolume 14 No 2 (2022): International Journal of Early Childhood Special Education
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