RELATIONSHIP BETWEEN SCHOOL CLIMATE AND TEACHERS SELF-EFFICACY IN PUBLIC SECONDARY SCHOOL DISTRICT SKARDU

Abstract

School climate is one of the most significant factors in solidifying an effective learning environment.  In today’s complex educational system, leaders face daily challenges in the world of high stakes testing and state accreditation that force them to ensure that they have implemented reforms that will provide sustained improvement in student achievement. Because of the impact that teachers have in equipping students with global knowledge and academic skills that they need to be productive citizens in the 21st century, there is a need for teachers to have a positive mindset about their abilities to produce a conducive environment for their students. Therefore, it was important to determine how teachers perceived their ability to teach students given the various climate, leadership, and professional situations. Therefore, the purpose of this study was to determine the relationship between school climate and teacher self-efficacy. The study was quantitative and the objectives of the study were: to find out the relationship of collegial leadership with teacher self-efficacy, to analyze the relationship of teacher professionalism with teacher self-efficacy, to determine the relationship of the academic press with teacher self-efficacy, and to investigate the relationship of community engagement with teacher self-efficacy. The statistical population of this study was included 570 male teachers at secondary schools in district Skardu, among them 200 teachers selected using sample random sampling technique. The researcher used two standardized instruments Data were analyzed through SPSS software and the statistical test selected to analyze the data was Pearson r. The findings of the study revealed that there was no significant correlation between collegial leadership and teacher self-efficacy, Academic press and teacher self-efficacy, Community engagement, and teacher self-efficacy except for teacher professionalism. Teacher professional was a significant correlation with teacher self-efficacy.