Browsing by Author "ASMA JALIL"

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    Impact of teacher’s self-efficacy on teacher’s adaptive performance
    (UMT.Lahore, 2019) ASMA JALIL
    In this era, of increasing accountability performance of teachers and school culture is considered as the basic factor in the progress and development of the schools (Black, Mendenhall, & Oddou, 2013). Different strategies were used to improve modern teaching effectiveness (Salas, 2015). Teachers were forced to become adaptable towards change to meet the increasing demand. Through the implementation of a promoting school environment, the schools can provide teachers the sense of self efficacy and adaptive performance. For the purpose of investigating the relationship between school culture, teachers self-efficacy and adaptive performance a correlational research study was conducted. The sample of 800 private school teachers was used. Three close ended questionnaires were used for the data collection through survey method. All instruments used to conduct this research were reliable. The Cronbach alpha reliability of the adaptive performance is α=.829, Teachers’ self-efficacy is α=0.736, school culture is α= 0.70. In this study data were analyzed using descriptive and inferential statistics. The frequency and percentage of teachers’ responses were calculated to find the distribution of responses. Further independent samples t-test, One-way ANOVA was conducted to find the significant difference in adaptive performance, self-efficacy and School Culture regarding different demographic variables. The Hayes A.F process (2017) was applied to find the mediating role of school culture in relationship of teachers’ self-efficacy and adaptive performance. The finding of the study revealed that the total effect of Self-efficacy on adaptive performance was significant. Key Words: Teachers, self-efficacy, adaptive performance, school culture.
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    Impact of teacher’s self-efficacy on teacher’s adaptive performance
    (UMT.Lahore, 2019) ASMA JALIL
    In this era, of increasing accountability performance of teachers and school culture is considered as the basic factor in the progress and development of the schools (Black, Mendenhall, & Oddou, 2013). Different strategies were used to improve modern teaching effectiveness (Salas, 2015). Teachers were forced to become adaptable towards change to meet the increasing demand. Through the implementation of a promoting school environment, the schools can provide teachers the sense of self efficacy and adaptive performance. For the purpose of investigating the relationship between school culture, teachers self-efficacy and adaptive performance a correlational research study was conducted. The sample of 800 private school teachers was used. Three close ended questionnaires were used for the data collection through survey method. All instruments used to conduct this research were reliable. The Cronbach alpha reliability of the adaptive performance is α=.829, Teachers’ self-efficacy is α=0.736, school culture is α= 0.70. In this study data were analyzed using descriptive and inferential statistics. The frequency and percentage of teachers’ responses were calculated to find the distribution of responses. Further independent samples t-test, One-way ANOVA was conducted to find the significant difference in adaptive performance, self-efficacy and School Culture regarding different demographic variables. The Hayes A.F process (2017) was applied to find the mediating role of school culture in relationship of teachers’ self-efficacy and adaptive performance. The finding of the study revealed that the total effect of Self-efficacy on adaptive performance was significant. Key Words: Teachers, self-efficacy, adaptive performance, school culture.