Relationship of Teachers' Academic Discipline, Experience, and Gender with Their Efficacy Perception

This study investigated teachers' efficacy perception as a characteristic of subject-discipline, gender, and experience on 227 secondary school teachers. Science teachers were found as having significantly higher scores on Teacher Efficacy Scale (rpbi =.15, t=2.31, p<.05) indicating more confidence in their knowledge and skills to bring about student learning. However, no gender differences were found on the efficacy scores. Similarly, teachers with 'little', 'some', and 'large' experience also displayed same or non-differentiated efficacy scores, that is, efficacy perception did not rise with the increasing experience. Implications of the findings are discussed for teaching and teacher education in Pakistan. Suggestion pointing ways and means to enhance sense of professionalism and efficacy in teachers follow at the end.