A CONCEPTUAL STUDY ON IMPACT OF TEACHER EFFICACY ON STUDENTS LEARNING OUTCOMES

Teacher efficacy is defined as Teachers’ self-efficacy refers to a teacher’s belief in his or her ability to execute courses of action required to successfully complete a specific teaching task in a particular context. Bandura (1977) defines self-efficacy beliefs as an individual's conviction about his or her capabilities to accomplish a task when faced with a challenge. Outcome based education, being the current trend in the field of education, changes the role of a teacher from just teaching in the classroom to being a facilitator to the students to facilitate their learning. Teacher efficacy beliefs (teachers' self-efficacy) have been related to teaching strategies, instructions, and motivation (Holzberger, Philipp and Kunter, 2013 Kleinsasser, 2014; Midgley, Feldlaufer and Eccles, 1989) as well as to student achievement (Austin, 2013). Teachers with higher teacher efficacy become more effective in the classroom and are less likely to experience burnout (Kleinsasser, 2014; Ross, 2013). If students are to achieve high standards then no less can be expected of their teachers (National Commission on Teaching & America’s Future, 1996). Teachers with strong selfefficacy beliefs have also been shown to be better organized, to engage in more effective planning (Allinder, 1994), and are more likely to set high performance standards for themselves as well for their students (Ross, 1995)