A Study of Mathematics Teaching Self-Efficacy of the Secondary School Teachers of Malda District

Mathematics is one of the most important core subjects taught in the secondary level. Without mathematical knowledge development and understanding of science and technology is impossible. So, utmost care should be taken in teaching mathematics. But mathematics teaching of a teacher largely depends on the teaching self-efficacy of the teachers. So in the present paper the researcher tried to study the teaching self-efficacy of the teachers of Malda district. For this purpose a sample of 194 mathematics teachers from Malda district is taken comprising of 121 rural and 73 urban teachers. Within the sample there are 102 male teachers and 92 female teachers. The teaching self-efficacy of the teachers are measured by the Mathematics Teaching Efficacy Belief Instrument (MTEBI) as developed and standardized by Enochs and Riggs (2002) and adopted by the researcher, the reliability co-efficient being 0.813 and teaching experience of the teachers are collected from the teachers by self-reporting technique. The study shows that there is no significant relationship between the teaching self-efficacy and the teaching experiences of the teachers. The differences of the mean teaching self-efficacy of the rural and urban teachers is tested by t-test and it is seen that there is no significant difference of the teaching self-efficacy of the rural and urban teachers. Similarly the differences of the mean teaching self-efficacy of the male and female teachers is tested by t-test and it is seen that there is no significant difference of the teaching self-efficacy of the differences of the teaching self-efficacy of the rural and urban teachers is tested by t-test and it is seen that there is no significant difference of the teaching self-efficacy of the rural and urban teachers.