Relationship between Teachers’ Self-Efficacy and Classroom Management Practices at Elementary School Level

Abstract

This study was dedicated to finding out the relationship between teachers' perceived competence and their methods of organizing a classroom at the elementary school (ESTs) level in District Kotli, Azad Jammu and Kashmir. For the research purpose, a descriptive survey method was applied to collect data at one point in time. Four hundred thirty-one ESTs were randomly selected from the teaching staff through simple random sampling. The study used a revised version of the Teacher Self-Efficacy Scale. Pearson Product Moment Correlation was the statistical method used to analyze the data. The findings divulged that there was an extremely positive strong relationship between the teachers' belief in their abilities and students' active participation. On the other hand, the research also showed that the teachers' belief in their abilities had a moderate positive correlation with their teaching methods as well as classroom organization strategies. The study recommends that the Education Directorate's Extension branch should provide teacher development workshops so that teachers may acquire knowledge about self-efficacy and classroom organization techniques, which may lead to better and more permanent results in managing the learning environment.