Teachers’ Self-Efficacy in the Implementation of BS Education Curriculum in the Universities of Punjab

Abstract

The current study was designed to investigate the Teachers’ Self-Efficacy in the implementation of the B.S education curriculum in the universities of Punjab. The objectives of the study were to highlight (Personal and professional) factors of university teachers’ self-efficacy, to explore (Personal and Professional) factors of chairman/chairperson’s self-efficacy and to find out the new pedagogical technique adopted by teachers to implement the B.S education curricula. The study was delimited to four public sector universities of Punjab province namely University of Education Dera Ghazi Khan Campus, Government College University Faisalabad, Zakaria University Multan and The Islamia University of Bahawalpur. The mixed-method approach was used to conduct this study. The research instrument was used according to the requirement of research and the nature of the topic. The population of the study consisted of the head of departments, teachers and students of BS education discipline. The sample size for the study was (4) head of a department, (40) teachers and (200) students for the data collection. Multistage sampling technique was used for the study for the collection of data questionnaire and semi structured interview were prepared. Semi-structured interviews for the head of departments have consisted of (12) questions. Whereas the questionnaire which was prepared for the students consisted of (38) close-ended statements and teachers questionnaire (35) close ended were based on (5) point Likert scale. Data were analyzed by using the Statistical Package for Social Sciences (SPSS). The research finds out that the study indicates that Participants noted that with enhanced new curricula and teaching practices, they felt that they were better teachers and more effective in enhancing student learning. conclusion of the study that Students believe that those participants who were actively involved in ongoing, embedded professional development felt that they had the necessary skills and confidence to embrace the student-based inquiry method in implementing the new curriculum. Teachers believe that professional development involvement provides clarity and direction in understanding the need for change.