The role of teacher self-efficacy in students' achievement

Abstract

The master thesis is about the role of teacher self-efficacy in students’ achievement in developing post-Soviet country such as Georgia. The research reviews evaluation strategies of teachers, different practices and theory. Nature of low achievement is discussed related to socio-economic status, importance of parenting, good teaching, SEN skills, and social environment and health issues. Another large topic is a part of teacher self-efficacy in the evaluation process of teachers’ effectiveness. The quantitative research was held in Tbilisi schools. Respondents were teachers of the classes from 6 to 10th grades. The mean of their self-efficacy was not different with the mean of their colleagues, despite correlation between self-efficacy and students’ achievement could not be confirmed. Only the one factor – efficacy in student engagement was correlated with students’ low achievement. Difference was not significant among the number of low achiever students in central and suburban schools but in private schools there were less low achiever students than in public schools which was mainly explained by the difference of socio-economic status of the families. The length of experience and holding professional certificates did not have influence on their self-efficacy. Class size did not matter with the number of low achiever students in the classroom. Georgian Social-economic and historical context and Educational politics was discussed in the context of the variables listed above. The researchers were advised to inquire low achievement and its factors since 2020-22 when the Government of Georgia will provide scientific data about teachers and students in Georgian schools