Self-Efficacy as a Predictor of Teaching Competency Among B.Ed. Trainees

Teaching competency is a critical determinant of effective classroom practice and student learning
outcomes. Among the various psychological factors influencing teaching performance, self-efficacy plays
a vital role in shaping teachers’ confidence, motivation, and professional behaviour. Self-efficacy refers
to an individual’s belief in their ability to organize and execute actions required to achieve desired
outcomes. Teachers with high self-efficacy are more likely to demonstrate persistence, adaptability, and
effective instructional strategies.
The present study examines self-efficacy as a predictor of teaching competency among B.Ed. trainees.
The study adopted a descriptive survey method and was conducted on a sample of 1000 B.Ed. trainees
selected from teacher education institutions in Palakkad District of Kerala using a stratified random
sampling technique. Standardized tools were employed to measure self-efficacy and teaching competency.
The collected data were analysed using appropriate statistical techniques such as mean, standard deviation,
correlation, and regression analysis.
The findings revealed a significant positive relationship between self-efficacy and teaching competency
among B.Ed. trainees. Regression analysis further indicated that self-efficacy significantly predicts
teaching competency. The results highlight the importance of strengthening self-belief and psychological
empowerment during teacher training. The study underscores the need to integrate self-efficacy
enhancement strategies into teacher education programs to promote effective teaching practices.