Teacher Efficacy and Student Learning: A Conceptual Framework

Abstract

This study focuses on teacher self-efficacy specifically, educators' belief in their own capabilities to keep students engaged and motivated toward learning, particularly when students encounter challenges. Its objective is to observe the relationship between teacher self-efficacy and student learning outcomes. The present study is grounded in Bandura's Social Cognitive Theory. The respective study is conceptual in nature. The findings conclude that when educators possess high self-efficacy, they remain intrinsically motivated themselves and, in turn, help foster self-efficacy in their students; this enables students to remain actively engaged, motivated, and academically high-performing. Consequently, it is recommended that the school environment be positive and that measures be taken to enhance teacher self-efficacy, specifically through periodic teacher training programs and the provision of positive reinforcement to educators thereby boosting their morale and enabling them to elevate the quality of the teaching-learning process.
Keywords: Teacher efficacy, Student learning, Instructional Quality, Student engagement.