RELATIONSHIP OF SELF-EFFICACY AND INSTRUCTIONAL COMPETENCES OF TEACHERS AT UNIVERSITY LEVEL

Abstract

Self-efficacy indicates a person trust on their ability to perform a behavior when it essential to complete a task and the term "self-efficacy" describes a teacher's confidence in their ability to successfully meet obstacles and complete assignments. Additionally, academic competencies, subject matter expertise, and instructional competency all reflect a teacher's assessment and classroom management skills. Self-efficacy and instructional competences truly effect teaching and learning activities. Meanwhile, for university teachers it is vital to have self-efficacy and instructional competences. However, the purpose of the study was to find out the relationship of self-efficacy and instructional competences of teachers. Objectives of study were: to determine the level of self-efficacy of university teachers and to find out relationship between self-efficacy and instructional competences of teachers. Study population were teachers of International Islamic University Islamabad and Sample size was seventy. Moreover, questionnaires were used for data collection, had been developed on the basis of literature review. For analysis of data, Pearson r product moment technique was used. Findings of the study shown that self-efficacy as well as instructional competences of university teachers is vital to the teaching and learning process for educators. Therefore, it was recommended that effective workshops and trainings should be conduct to enhance teacher’s self-efficacy and instructional competences.