Self-efficacy moulding reflective practice among teachers

Abstract

This study was carried out to explore the relationship of teacher self-efficacy with teacher reflective practice and the role of self-efficacy in determining reflective practice among school teachers. Numbers of teachers from Sekolah Menengah Kebangsaan Skudai, Sekolah Menengah Kebangsaan Mutiara Rini and Sekolah Menengah Kebangsaan Desa Skudai have been selected as respondents of the study. This study was done quantitatively via questionnaire to identify the relationship and the effectiveness of teacher self-efficacy in moulding teachers’ reflective practice. The data gathered via the distribution of questionnaires to teachers of SMK Skudai, SMK Desa Skudai, and SMK Mutiara Rini. Then, was analyzed using Statistical Package for Social Science (SPSS). Findings show that the level of teacher selfefficacy is high. The findings also show that the level of reflective is also high. In addition, there is a significant relationship between self-efficacy and reflective practice. Finally the finding proves that the effect of teacher self-efficacy is higher than the effects of collective teacher efficacy towards reflective practice. Of this study, several suggestions were made for future researchers, organizations and teachers. Both teacher self-efficacy and collective teacher efficacy act as important factors in moulding reflective practice among teachers.