Self-Efficacy Beliefs and Identity Construction of Beginning Student Teachers: An Insight into the Making of Teachers

Abstract

This paper reports the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy beliefs centered on student engagement in the class; classroom management; and use of various teaching strategies. The study involving only quantitative method was administered on pre-service teachers enrolled in first year B.Ed Primary, B.Ed Secondary, B.Ed Dzongkha, Masters, PGDE and Diploma Studies of Paro College of Education (102) and Samtse College of Education (133). The findings from this study is quite hopeful for the learning of students as the self-efficacy beliefs of the pre-service teachers irrespective of the programme they have enrolled in and their gender are high for all three pertinent areas of teaching: student engagement in class; classroom management and use of various teaching strategies.