A Correlational Study of Self-Concept and Teacher Effectiveness of Secondary School Teachers

Abstract

Effectiveness of teachers happens to be significant determinant of student achievement as well as school quality. Self-concept is one of the other psychological variables that affect the teaching performance of the teachers as well as their confidence, teaching behavior, and commitment to the profession. The current research examines how self-concept and teacher effectiveness are related to teachers in secondary schools. Descriptive correlational research design was adopted using a sample of 180 teachers in secondary schools who were chosen by using stratified random sample. Self-concept and teacher effectiveness were measured using standardized tools. Data analysis was done using statistical tools like mean, standard deviation and Pearson Product Moment Correlation Coefficient. The results showed that self-concept and teacher effectiveness had a significant positive association. The research points out the significance of professional self-concept development in teachers using special professional developmental initiatives to improve the quality of instruction and student achievement.