IMPACT OF SUMMER TRAINING PROGRAM ON TEACHERS' SELF-EFFICACY: GENDER AND SUBJECT SPECIALIZATION DIFFERENCES

Abstract

Teachers’ self-efficacy is not a new concept in research. Still, it remains an evergreen construct to be studied regularly, allowing teachers' motivation, effectiveness, and practices to be reviewed continuously. The current study was conducted during a summer training program in Faisalabad, where researchers were tasked with delivering various training sessions with faculty members serving as resource persons. The study examined trainee teachers' perceptions (189) regarding self-efficacy. The researchers collected teachers' self-efficacy beliefs using the shorter version of the Teacher Sense of Efficacy Scale (TSES) prepared by Tschannen-Moran & Woolfolk Hoy (2001). Quantitative research was conducted utilizing a post-training survey. Data were analyzed using independent samples t-tests to examine the differences in teachers’ self-efficacy beliefs based on gender and subject specialization. There was no significant mean difference in teachers' self-efficacy beliefs based on gender. However, female teachers were found to be more self-efficacious than male teachers. There was a significant mean difference in the self-efficacy beliefs of science and art teachers, while art teachers were more self-efficacious than science teachers. The study highlights the importance of the subject-related specialization initiatives for developing professional teachers to enhance their effective pedagogy and self-confidence. These findings may lead to the development of differentiated professional development plans based on future contextual needs by program designers.