This dissertation is set in the context of a private university in the city of Lahore, Pakistan. It is an exploration of the impact of the phenomenon of self-efficacy on teachers and learners and how self-efficacy influences teaching and learning in the given setting. It investigates the sources of self-efficacy for teachers and students through qualitative methodology using a case study approach. The data for this study were gathered over a period of 16 months by in-depth semi-structured interviews with teachers, focus group discussion with students, and classroom observations. By using methods and sample triangulation, the research investigates the perspectives of the teachers and the learners. The study portrays the interplay of the self-efficacy of teachers and students as having encouraging influences on both groups. High self-efficacy beliefs of teachers make them more focused, ambitious, resilient and competent. These beliefs can contribute towards making them effective on the one hand and inculcate the same qualities in their students by raising their selfefficacy beliefs on the other. Reciprocal effect of teachers' self-efficacy on learners' self-efficacy and vice-versa emerged as a prominent element of the present HE teaching/learning setting. Experiences quoted by the learners suggest that their high self-efficacy beliefs result in better learning outcomes. The study shows that sources of self-efficacy are more positive than negative. Teachers and students do get affected by negative sources but their resilience keeps them goaloriented and determined. Self-efficacy, thus, turns out to be a productive factor in making teaching and learning effective in the given context.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:618845 |
| Date | January 2014 |
| Creators | Naqvi, Saheefa Jaleel |
| Publisher | Staffordshire University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.staffs.ac.uk/2040/ |
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