Teacher Self-Efficacy and Efforts for Enhancing Student Engagement at Tertiary Education
Teacher Self-Efficacy and Efforts for Enhancing Student Engagement at Tertiary Education

Summary/Abstract: Background/purpose. The main objective of this research is to examine teacher efficacy in student engagement, instructional strategies, and classroom management and its relationship to gender, age, and length of teaching experience in a tertiary education context. Materials/methods. A qualitative approach was utilized to uncover the efforts made by teachers to enhance student engagement. A quantitative approach was employed to ascertain whether significant differences in efficacy exist based on gender, age, and length of teaching. Results. The findings of this study indicate that there are no significant differences in teacher efficacy related to student engagement across gender, age, and teaching experience. Similarly, the teacher efficacy in employing instructional strategies shows no significant variations based on these demographic factors. Conclusion. The study highlights the proactive and adaptive nature of teachers’ approaches to fostering student engagement. The study also reveals that teacher efficacy in classroom management is significantly associated with the length of teaching experience.

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