أبعاد الفاعلية الذاتية التدريسية وفقا لمستوى خبرة المعلم وتخصصه والمرحلة التعليمية التي يدرس فيها

Abstract EN

The teacher efficacy concept encompasses a collection of beliefs, attitudes and emotions that basically guide the work of individuals and account for individual differences in teaching effectiveness.

Generally, teacher efficacy is the belief of a teacher that he or she can influence students' achievements.

The aim of this study is to examine the level of teaching self-efficacy in regard to teachers' experiences, school level of teaching, and teachers' specialty.

Male teachers (N= 292) from Qassim Region in Saudi Arabia completed a translated version of "Dimensions of Self-Efficacy Beliefs about Teaching" by Cooney and Denzine (2002).

Results of this study revealed that experienced teachers had a higher level of teaching self-efficacy than their less experienced peers.

Also, elementary school teachers showed a higher level of teaching self-efficacy than teachers from middle or high schools.

No results were found in relation to teachers' majors.

Findings are discussed with regard to their implications for both theory and teachers training.

Limitations of this study and recommendations for future research were discussed as well