ISJ Theoretical & Applied Science

 

 

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www.T-Science.org       p-ISSN 2308-4944 (print)       e-ISSN 2409-0085 (online)
SOI: 1.1/TAS         DOI: 10.15863/TAS

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ISJ Theoretical & Applied Science 01(57) 2018

Philadelphia, USA

* Scientific Article * Impact Factor 6.630


Loghmannia M, Ahmadiyegane T, Balouch S

ASSESSMENT OF THE LEVEL OF TEACHING SELF-EFFICACY OF PRIMARY SCHOOLTEACHERS OF CHABAHAR CITY.

Full Article: PDF

Scientific Object Identifier: http://s-o-i.org/1.1/TAS-01-57-39

DOI: https://dx.doi.org/10.15863/TAS.2018.01.57.39

Language: English

Citation: Loghmannia M, Ahmadiyegane T, Balouch S (2018) ASSESSMENT OF THE LEVEL OF TEACHING SELF-EFFICACY OF PRIMARY SCHOOLTEACHERS OF CHABAHAR CITY. ISJ Theoretical & Applied Science, 01 (57): 241-249. Soi: http://s-o-i.org/1.1/TAS-01-57-39 Doi: https://dx.doi.org/10.15863/TAS.2018.01.57.39

Pages: 241-249

Published: 30.01.2018

Abstract: The aim of this research was to assess self-efficacyof chabahar education primary school teachers. The study population included all of the chabahar primary school teachers (male and female). Samples were 268 men and women teachers who were selected randomly. This is a descriptive survey research methods and in order to analysis self-efficacy of Teachers, the method proposed by Friedman was followed. The other results of the study indicate that there is no significant difference between the variables of teachers’ self-efficacy in class and at school in terms ofacademic degree, teaching experience and employment type. Also, the findings showed that there was a significant difference between the variables of self-efficacy in classin terms of gender and school type, but there was no significant difference between the variables of self-efficacy at school in terms of gender and school type.

Key words: self-efficacy, self-efficacy in school, self-efficacy in classroom.


 

 

 

 

 

 

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