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Pearson correlation tested associations, while t-tests compared male and female teacher self-efficacy. Results show a strong correlation between teachers’ self-efficacy and students’ achievement, with no significant gender differences among teachers or students.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Secondary Level  \nMuhammad Gulistan *, Muhammad Athar Hussain ** and Muhammad Mushtaq***  \nAbstract  \nResearch studies proved that teachers’ self-efficacy is directly related to students’ academic achievement and overall learning. The current study was conducted to explore relationship of mathematics teachers’ self-efficacy with students’ academic achievement at secondary level. A sample of 576 respondents with a break up of 96 math teachers (48 male and 48 female) and 480 students (240 male and 240 female) from six districts (Chakwal, Attock, Mianwali, Lahore, Leyyah and Muzaffar Garah) of the Punjab province. Academic score of the Students in the subject of mathematics was collected from relevant (BISE) documents. Pearson correlation was used to determine association between self-efficacy and academic achievement. Math male teachers’ self-efficacy and math female teachers’ self-efficacy was also compared on t-test assuming two sample having equal variances. No significant difference was found between mean scores of male teachers’ self-efficacy and female teachers’ self-efficacy. Gender differences in students’ mathematics achievement were also determined. Comparison of both male students’ academic achievement and female students’academic achievement indicated no significant difference. The findings of the study reflected a strong correlation between mathematics teachers’ self-efficacy and their students’ academic achievement. Recommendations were made to build higher level efficacy beliefs of teachers during in-service training programs and promotion link training programs.  \nKeywords: Teacher self-efficacy, students academic achievement, gender differences  \n*  \nSubject Specialist Education, Govt. Muslim Higher Secondary School, Said Pur Road, Rawalpindi.  \nE mail: [gulistanmureededucation@gmail.com](gulistanmureededucation@gmail.com)  \n** Assistant Professor, ECE & ETED, Allama Iqbal Open University, Islamabad.  \n*** Research Associate, Allama Iqbal Open University, Islamabad.  \nIntroduction  \nSelf-efficacy is the judgment of one’s proficiencies to shape and implement actions required to produce desired achievements (Bandura, 1997) . Individuals’ beliefs in their efficacy impact their energetic attempt and determination to achieve anticipated objectives. According to Woolfolk (1998), self-efficacy is defined as one person’s beliefs in his perfection of skills in a given context to do successful performance. Teachers’ self-efficacy indicates to teachers’ confidence on their teaching competencies to teach their students and promote students’ learning and academic achievement to desired level. Allinder (1994) found high efficacious teachers motivated to experiment new ideas to teach their students. They steadily continued change in teaching strategies and overwhelmed obstacles. According to TschannenMoran and Hoy (2001) Students’ performance reflects their teachers’ worth. Teachers strong in efficacy beliefs promote desired level learning and achievement. It consequently builds students’ thinking and inspiration to learn. HO and Hau (2004) described teachers’ effectiveness in terms of addressing students’ learning skills deficiencies. Haung , Liu, and Shiomi (2007) commented that teacher efficacy works in two ways. Students’ learning approach and teacher efficacy positively control eachother. According to Marsh (1986) students’ mathematics learning capabilities sprang from their teachers’ high efficacy beliefs. It developed students’ mathematical verbal learning skill and math achievement at elementary through secondary and higher secondary level. According to Armstrong (1980) higher level efficacy beliefs found to be a strong source for forecasting mathematics learning and achievement. BuffordBouchard (1989) certified the facts that higher level self-efficacy beliefs found to be a greater source of mathematics performance and achieve","cbCaienjHJ2oMLoD","https://ap.wps.com/l/cbCaienjHJ2oMLoD","pdf",90122,12,"English","# Abstract\n# Introduction\n## Definitions and theoretical background of self-efficacy\n## Teachers’ efficacy and students’ achievement\n## Prior research on gender differences in mathematics achievement","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"To explore the relationship between mathematics teachers’ self-efficacy and students’ academic achievement at the secondary level.\"},{\"question\":\"How were the data and student achievement scores collected?\",\"answer\":\"A sample of 576 participants was used, and students’ mathematics academic scores were collected from relevant BISE documents.\"},{\"question\":\"What statistical methods were used to analyze the relationship and gender comparisons?\",\"answer\":\"Pearson correlation was used for association, and t-tests compared male and female teachers’ self-efficacy assuming equal variances.\"}]","Relationship between Mathematics Teachers Self Efficacy and Students Academic Achievement at Secondary Level | PDF",1792081946]