Self-Efficacy of Elementary Teachers and their Attitude towards Practices of Classroom Management

Abstract

This study aimed to investigate the self-efficacy of elementary teachers and their attitude towards practices of classroom management at the elementary level in Mansehra. This study was descriptive. The population of the study consisted of all elementary school teachers and students (female and male) in district Mansehra. The respondents were selected by the stratified random sampling technique. Three hundred and ten teachers at elementary schools (male and female) were selected as a sample from the one thousand and sixty-three elementary teachers. The questionnaires were developed by the researchers to investigate the self-efficacy and attitude towards practices of their classroom management. The researchers used a five-point scale (always, often, never, rarely sometimes, and never) for data collection, and data were analyzed by descriptive statistics (mean, percentage, frequency), inferential statistics (chi-square) and p-value.  The p-value shows that female elementary teachers’ self-efficacy and attitude towards their practices in classroom management is significant than male elementary teachers. This study recommended that male teachers’ self-efficacy enhanced their ability along with advanced teaching methods for educational activities.