Exploring the Influence of Teacher Self-Efficacy on Teaching Quality in Higher Vocational Education

Chang Na; Zainudin Mohd Isa

doi:10.56982/dream.v3i07.246

Authors

Chang Na City University, Kuala Lumpur, Malaysia
Zainudin Mohd Isa City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i07.246

Keywords:

teacher self-efficacy, teaching quality, vocational education, professional development, student engagement

Abstract

This study examines the influence of teacher self-efficacy on teaching quality in higher vocational education. Teacher self-efficacy, rooted in Bandura's Social Cognitive Theory, refers to teachers' beliefs in their ability to impact student engagement and learning outcomes. Using a quantitative research design, the study explores how self-efficacy affects teaching practices and student outcomes in vocational education, which emphasizes practical skills and hands-on experience. The research includes standardized questionnaires, semi-structured interviews, and classroom observations to collect data from teachers in higher vocational education institutions in China. Findings reveal that higher teacher self-efficacy is associated with improved teaching quality, innovative teaching practices, effective classroom management, and enhanced student engagement and achievement. The study provides recommendations for professional development programs aimed at enhancing teacher self-efficacy to improve teaching quality and better prepare students for the workforce.

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