Determining Variances of Teacher Performance Explained by Gender and Teacher Efficacy Variables

Abstract

This study is conducted to determine the variations in teacher performance variables explained by gender and teacher efficacy variables in the context of university teaching. Descriptive survey data are obtained from 183 (164 male, 19 female) teachers from eight faculties through a close-ended questionnaire and adopted teacher efficacy scales. ANOVA and t-test are employed to compare means; regression procedures are used to analyze direct and indirect effects of gender and efficacy variables on teacher performance scores. The results suggest that the level of perceived teacher efficacy in the university is high with significant difference among faculties/colleges. Significant gender difference is observed only on instructional strategies, reflective responses efficacies, and students‟ rating of teacher performance. Gender has significant direct effect on instructional strategies and reflective responses efficacies. But all indirect effects of gender on performance and efficacy variables are not significant. Student engagement and academic advising efficacies have positive and significant direct effect on department heads‟ evaluation scores. Instructional strategies and academic advising efficacies have positive and significant effect on student engagement. In sum, the sense of teacher efficacy has considerable effect on teacher performance as depicted by students‟ evaluation. Nevertheless, for further insight into the relationship between teacher efficacy and teacher performance thorough procedures of teacher evaluation are suggested. Some recommendations for building capacity of young staff are also forwarded.