International Journal of Advance Foundation and Research in Computer (IJAFRC)

Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'

1" * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,
A %tud of %elf)/fficac amon, 0oltechnic 1ecturers In
Relation 2o %pecific Factors$
Mr.Y.Varaprasada Reddy
1
,

Dr.M.Prathapa Reddy
2
,

Mr.G.MadhusudhanaReddy
3
, Dr.B.Yella Reddy
4
Research Scholar, Dept. of ducat!on, S.V "n!#ers!ty, $!rupat! %&P', (nd!a
1
Dept. of ducat!on, )andyal, *urnool D!st., %&.P', (nd!a
2
Research Scholar, Dept. of ducat!on, S.V "n!#ers!ty, $!rupat! %&P', (nd!a
3
Post Doctoral +ello,, Dept. of ducat!on, S.V "n!#ers!ty, $!rupat! %&P', (nd!a
4
-.a!l/ prasadreddy.edu01.a!l.co.


A 3 % 2 R A C 2
%elf 4 efficac is a 5elief sstem -hich indicates the person6s 5elief in accomplishin, a tas7 than
the actual capa5ilit for accomplishin, of that particular tas7$ Al5ert 3andura has proposed the
concept of self) efficac on the premise that individuals create and develop self)perception of
capa5ilit that 5ecome instrumental to the ,oals the pursue and to the control, the e8ercise
over their environments$ In the vie- of human food functionin, that laid stress on the role of self)
referent 5eliefs$ In the %ocio) co,nitive perspective, individuals are vie-ed as productive and self)
re,ulatin, rather than as reactive and controlled 5 5iolo,ical or environmental forces$ Also in
this vie-, individuals are understood to possess self) 5eliefs that ena5le them to e8ercise a
measure of control over their thou,hts, feelin,s, and action$ 9e also mentioned that self) efficac
has much in common -ith master motivation and intrinsic motivation$

Inde8 2erm: %elf)/fficac, 0oltechnic 1ecturers, %pecific Factors$


I$ I&2R;<=C2I;&

& stron1 sense of eff!cacy enhances hu.an acco.pl!sh.ent and deep en1ross.ent !n act!#!t!es, set the.
as challen1!n1 1oals and .a!nta!ns stron1 co..!t.ent to the., and he!1htens and susta!ns the!r efforts
!n the face of fa!lure. $hey reco#er .ore 2u!c3ly the!r conf!dence after fa!lures or set4ac3s, and attr!4ute
fa!lure to !nsuff!c!ent effort or def!c!ent 3no,led1e and s3!lls ,h!ch are ac2u!ra4le. 5!1h self- eff!cacy
helps create feel!n1s of seren!ty !n approach!n1 d!ff!cult tas3s and act!#!t!es. 6on#ersely, people ,ho
dou4t the!r capa4!l!t!es .ay 4el!e#e that th!n1s are tou1her than they really are a 4el!ef that fosters.
Stress, depress!on and a narro, #!s!on of ho, 4est to sol#e a pro4le.. )ot surpr!s!n1ly, conf!dence !n
one7s acade.!c capa4!l!ty !s a cr!t!cal co.ponent of colle1e success.

& polytechn!c lecturer ,!ll ha#e a .a8or !.pact on the 2ual!ty of learn!n1 that student e9per!ence.
Polytechn!c lecturer ,!th lo, self- eff!cacy often 4eco.e .!ssed !n classroo. pro4le.s. :o, self-
eff!cacy polytechn!c lecturer do not ha#e conf!dence !n the!r a4!l!ty to .ana1e the!r classroo.s, 4eco.es
stressed and an1ered at students a4!l!ty to !.pro#e, ta3e a custod!al #!e, of the!r 8o4, often report to
restr!ct!#e and pun!t!#e, odes of d!sc!pl!ne, and say that !f they had !t to do all o#er a1a!n they ,ould not
choose teach!n1 as a profess!on. Polytechn!c lecturer ,!th self- eff!cacy ,ere l!n3ed ,!th the!r students
1ood ach!e#e.ents and polytechn!c lecturer ,!th h!1h self- eff!cacy tend to #!e, d!ff!cult students as
reacha4le and teacha4le. Self eff!cacy !s the 4el!ef that one has the po,er to produce the effect.
Polytechn!c lecturer eff!cacy has 4een def!ned as the e9tent to ,h!ch the polytechn!c lecturer 4el!e#es he
; she has the capac!ty to affect students perfor.ance.
II$ %2A2/M/&2 ;F 29/ 0R;31/M
International Journal of Advance Foundation and Research in Computer (IJAFRC)
Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'
11 * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,

$he pro4le. ta3en 4y the !n#est!1ator for !n#est!1at!on !s >A %2=<? ;F %/1F /FFICAC? AM;&@
0;1?2/C9&IC 1/C2=R/R% I& R/1A2I;& 2; %0/CIFIC FAC2;R%A$

A$ &eed For 2he %tud:

$he teacher7s 4el!efs of personal eff!cacy affect the!r !nstruct!onal process. $eacher7s sense of teacher
eff!cacy !s related to the!r 4el!efs a4out controll!n1 students. $eacher ,!th a lo, sense of eff!cacy tend to
held a custod!al or!entat!on that ta3es a pess!.!st!c #!e, of students .ot!#at!on, e.phas!<es r!1!d control
of classroo. 4eha#!or, and rel!ef7s on e9tr!ns!c !nduce.ents and ne1at!#e sanct!ons to 1et students to
study polytechn!c lecturers ,!th h!1h eff!cacy create .astery e9per!ences for the!r students ,hereas
polytechn!c lecturers ,!th lo, !nstruct!onal eff!cacy under.!ne students co1n!t!#e de#elop.ent as ,ell
as students 8ud1.ent of the!r o,n capa4!l!t!es .$eacher eff!cacy also pred!cts students 8ud1.ent of the!r
o,n capa4!l!t!es %G!4son = Da.son 1>?4, @ohn = Ross M!ller, 1>?A'. $eacher eff!cacy also pred!cts
students ach!e#e.ent and students, ach!e#e.ent 4el!efs across #ar!ous areas and le#els %&ston = Be44,
1>?C, M!d1ley, +eldlaufer, = ccles, 1>?>'. $here !s need to d!sco#er add!t!onal correlates of teacher
eff!cacy, as ,ell as to understand ho, these 4el!efs !nfluence educat!onal outco.e #ar!a4les such as
!nstruct!onal pract!ces or students 4el!efs and ach!e#e.ent.

Moreo#er, teacher eff!cacy !nstru.ents typ!cally as3 polytechn!c lecturers to e9press conf!dence
8ud1.ents on .atters as d!sparate as classroo. .ana1e.ent and the !nfluence of fa.!ly 4ac31round on
student learn!n1 and then co.pare the co.pos!te score of these 8ud1.ents ,!th outco.es such as
student ach!e#e.ent !nd!ces or #ar!ed teach!n1 pract!ces.

$he focus of the present study ,as, >A %2=<? ;F %/1F /FFICAC? AM;&@ 0;1?2/C9&IC 1/C2=R/R%
I& R/1A2I;& 2; %0/CIFIC FAC2;R%A$

3$ 0urpose ;f 2he %tud

$he purpose of the study !s to f!nd out

1. Bhether there !s any s!1n!f!cant !nfluence of 1ender on the self eff!cacy a.on1 polytechn!c lecturersD
2. Bhether there !s any s!1n!f!cant !nfluence of a1e on the self eff!cacy a.on1 polytechn!c lecturersD
3. Bhether there !s any s!1n!f!cant !nfluence of teach!n1 e9per!ence on the self eff!cacy a.on1
polytechn!c lecturersD

C$ %cope ;f 2he %tud

$he .a!n !ntent!on of the study !s to f!nd the relat!on of self eff!cacy a.on1 polytechn!c lecturers ,!th
1ender, a1e and teach!n1 e9per!ence.

<$ ;5.ectives ;f 2he %tud

$he follo,!n1 are the .a!n o48ect!#es of the present study.
1. $o study the !nfluence of 1ender on the self-eff!cacy a.on1 polytechn!c lecturersD
2. $o study the !nfluence of a1e on the self-eff!cacy a.on1 polytechn!c lecturersD
3. $o study the !nfluence of teach!n1 e9per!ence on the self-eff!cacy a.on1 polytechn!c lecturersD
. 9potheses ;f 2he %tud
International Journal of Advance Foundation and Research in Computer (IJAFRC)
Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'
1! * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,

Based on the a4o#e o48ect!#es the follo,!n1 hypotheses are for.ulated.

1. $here ,ould 4e no s!1n!f!cant !nfluence of 1ender on the self eff!cacy a.on1 polytechn!c lecturers.
2. $here ,ould 4e no s!1n!f!cant !nfluence of a1e on the self eff!cacy a.on1 polytechn!c lecturers.
'$ $here ,ould 4e no s!1n!f!cant !nfluence of teach!n1 e9per!ence on the self eff!cacy a.on1 polytechn!c
lecturers.

F$ Varia5les %tudied

$he follo,!n1 #ar!a4les ,ere ta3en !nto cons!derat!on !n th!s study.

1. Independent Varia5les: Gender, &1e and $each!n1 e9per!ence.
2. <ependent Varia5le: self-eff!cacy

@$ 2ools =%/<

$he follo,!n1 tools ,ere used !n the study
1. Self eff!cacy 2uest!onna!re
2. Soc!o E De.o1raph!c scale

9$ %ample %elected

$he sa.ple for the !n#est!1at!on cons!sted of 24F polytechn!c lecturers !n *urnool d!str!ct. $he strat!f!ed
rando. sa.pl!n1 ,as appl!ed !n three sta1es.

III$ A&A1?%I% A&< I&2/R0R/2A2I;& ;F 29/ <A2A @/&</R

$he relat!onsh!p of self-eff!cacy of polytechn!c lecturers ,!th the!r 1ender !s stud!ed !n the present
!n#est!1at!on. Based on 1ender, the polytechn!c lecturers are d!#!ded !nto t,o 1roups. $he .ale
polytechn!c lecturers for. ,!th the Group E ( and Group E (( for.s ,!th the fe.ale polytechn!c lecturers.
$he self-eff!cacy of polytechn!c lecturers of the t,o 1roups ,ere analy<ed accord!n1ly. $he self eff!cacy
of polytechn!c lecturers for the t,o 1roups ,ere tested for s!1n!f!cance 4y e.ploy!n1 Gt7 - test. $he
follo,!n1 hypothes!s !s fra.ed.

9pothesis 4 1

$here ,ould 4e no s!1n!f!cant !.pact of G1ender7 on the self eff!cacy of polytechn!c lecturers. $he a4o#e
hypothes!s !s tested 4y e.ploy!n1 Gt7 - test. $he results are presented !n 2a5le 4 1$
2a5le 4 1Influence of ,ender on the self efficac of poltechnic lecturers
%$ &o$ @ender & Mean %$<$ Bt6 ) 2est
1. Male 12F >?.A? ?.>1
2.FCCH
2. +e.ale 12F >I.>I 12.F>
H Indicates si,nificant at "$"5 level

(t !s found fro. the $a4le E 1 that the co.puted #alue of Gt7 %2.FCC' !s 1reater than the cr!t!cal #alue of Gt7
%1.>A' for 1 and 23? df at F.FI le#el of s!1n!f!cance. 5ence, the 5ypothes!s E 1 !s re8ected at F.FI le#el.
International Journal of Advance Foundation and Research in Computer (IJAFRC)
Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'
1' * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,
$herefore, !t !s concluded that the 1ender has s!1n!f!cant !nfluence on the self eff!cacy of polytechn!c
lecturers.

A@/:

$he relat!onsh!p of self-eff!cacy of polytechn!c lecturers ,!th the!r a1e !s stud!ed !n the present
!n#est!1at!on. Based on a1e, the polytechn!c lecturers are d!#!ded !nto three 1roups. $he polytechn!c
lecturers ,hose a1e !s 4elo, 3F years for. ,!th the Group E (, Group E (( for.s ,!th the polytechn!c
lecturers ,hose a1e !s 31 years to 4F years and Group E ((( for.s ,!th the polytechn!c lecturers ,hose
a1e !s a4o#e 4F years. $he self-eff!cacy of polytechn!c lecturers of the three 1roups ,ere analy<ed
accord!n1ly. $he self-eff!cacy of polytechn!c lecturers for the three 1roups ,ere tested for s!1n!f!cance 4y
e.ploy!n1 G+7 - test. $he follo,!n1 hypothes!s !s fra.ed.

9pothesis 4 !
$here ,ould 4e no s!1n!f!cant !.pact of Ga1e7 on the self eff!cacy of polytechn!c lecturers. $he a4o#e
hypothes!s !s tested 4y e.ploy!n1 G+7 - test. $he results are presented !n 2a5le 4 !$
2a5le 4 !Influence of a,e on the self)efficac of poltechnic lecturers
%$ &o$ A,e & Mean %$<$ BF6 ) 2est
1. Group E ( 111 >>.F2 11.AA
3.1?>H 2. Group E (( A2 >4.>C >.4>
3. Group E ((( IA >A.1> >.3I
H Indicates si,nificant at "$"5 level

(t !s found fro. the $a4le E 2 that the co.puted #alue of G+7 %3.1?>' !s 1reater than the cr!t!cal #alue of G+7
%3.F4' for 2 and 23A df at F.FI le#el of s!1n!f!cance. 5ence, the 5ypothes!s E 2 !s re8ected at F.FI le#el.
$herefore, !t !s concluded that the a1e has s!1n!f!cant !nfluence on the self-eff!cacy of polytechn!c
lecturers.

2/AC9I&@ /C0/RI/&C/:

$he relat!onsh!p of self-eff!cacy of polytechn!c lecturers ,!th the!r teach!n1 e9per!ence !s stud!ed !n the
present !n#est!1at!on. Based on teach!n1 e9per!ence, the polytechn!c lecturers are d!#!ded !nto three
1roups. $he polytechn!c lecturers ,hose teach!n1 e9per!ence !s 4elo, 1F years for. ,!th the Group E (,
Group E (( for.s ,!th the polytechn!c lecturers ,hose teach!n1 e9per!ence !s 11 years to 1I years and
Group E ((( for.s ,!th the polytechn!c lecturers ,hose teach!n1 e9per!ence !s a4o#e 1I years. $he self
eff!cacy of polytechn!c lecturers of the three 1roups ,ere analy<ed accord!n1ly. $he self eff!cacy of
polytechn!c lecturers for the three 1roups ,ere tested for s!1n!f!cance 4y e.ploy!n1 G+7 - test. $he
follo,!n1 hypothes!s !s fra.ed.

9pothesis 4 '

$here ,ould 4e no s!1n!f!cant !.pact of Gteach!n1 e9per!ence7 on the self eff!cacy of polytechn!c lecturers.
$he a4o#e hypothes!s !s tested 4y e.ploy!n1 G+7 - test. $he results are presented !n 2a5le 4 '$


2a5le 4 'Influence of teachin, e8perience on the self efficac of poltechnic lecturers
International Journal of Advance Foundation and Research in Computer (IJAFRC)
Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'
1# * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,
%$ &o$ 2eachin, e8perience & Mean %$<$ BF6 ) 2est
1. Group E ( 1F> >A.1? 1F.>C
C.?3CHH 2. Group E (( I? 1F1.31 1F.?C
3. Group E ((( A3 >4.I1 >.1C
HH Indicates si,nificant at "$"1 level

(t !s found fro. the $a4le E 3 that the co.puted #alue of G+7 %C.?3C' !s 1reater than the cr!t!cal #alue of G+7
%4.A1' for 2 and 23A df at F.F1 le#el of s!1n!f!cance. 5ence, the 5ypothes!s E 3 !s re8ected at F.F1 le#el.
$herefore !t !s concluded that the teach!n1 e9per!ence has s!1n!f!cant !nfluence on the self eff!cacy of
polytechn!c lecturers.

IV$ C;&C1=%I;&%

(n the l!1ht of the f!nd!n1s presented !n preced!n1 pa1es, the follo,!n1 conclus!ons are dra,n.
1. Gender has s!1n!f!cant !nfluence on the self-eff!cacy a.on1 polytechn!c lecturers.
2. &1e has s!1n!f!cant !nfluence on the self-eff!cacy a.on1 polytechn!c lecturers.
3. $each!n1 e9per!ence has s!1n!f!cant !nfluence on the self-eff!cacy a.on1 polytechn!c lecturers.

V$ /<=CA2I;&A1 IM01ICA2I;&%

$he f!nd!n1s of the present research ha#e ra!sed so.e !.portant 2uest!ons related to the educat!onal
needs of the students ,!th spec!al reference to the!r self-eff!cacy.
1. Gender !s the h!1hly !nfluenced !n the self-eff!cacy a.on1 polytechn!c lecturers. Male polytechn!c
lecturers ha#e .ore self-eff!cacy a.on1 polytechn!c lecturers than the fe.ale polytechn!c lecturers
do. $he ad.!n!strators to pro#!de 4etter a.en!t!es for the fe.ale polytechn!c lecturers.
2. &1e !s the h!1hly !nfluenced !n the self-eff!cacy a.on1 polytechn!c lecturers. :o, a1e polytechn!c
lecturers ha#e .ore self-eff!cacy a.on1 polytechn!c lecturers than the h!1h a1e polytechn!c
lecturers do. $he ad.!n!strators to pro#!de 4etter a.en!t!es for the h!1h a1e polytechn!c lecturers.
3. $each!n1 e9per!ence !s the h!1hly !nfluenced !n the self-eff!cacy a.on1 polytechn!c lecturers. :o,
e9per!enced polytechn!c lecturers ha#e .ore self-eff!cacy a.on1 polytechn!c lecturers than the
h!1h e9per!enced polytechn!c lecturers do. $he ad.!n!strators to pro#!de 4etter a.en!t!es for the
h!1h e9per!enced polytechn!c lecturers.

VI$ %=@@/%2I;&% F;R F=R29/R R/%/ARC9

$he follo,!n1 su11est!ons are cons!dered for the research

1. $a3!n1 su48ects fro. other tra!n!n1 colle1es can carry out a s!.!lar study.
2. $he study .ay 4e underta3en to co#er the other a1e 1roups.
3. Many psycholo1!cal factors l!3e self - estee., self concept, rel!1!os!ty, study ha4!ts, e.ot!onal
.atur!ty and co1n!t!#e de#elop.ent and so on .ay 4e e9a.!ned for the!r effect on self eff!cacy
a.on1 polytechn!c lecturers.
4. $he present study !s conf!ned to 24F polytechn!c lecturers !t !s su11ested that future researchers
.ay under ta3e stud!es ,!th lar1er sa.ple.
5. $he self-eff!cacy of res!dent!al and non - res!dent!al polytechn!c lecturers .ay 4e stud!ed self
eff!cacy a.on1 polytechn!c lecturers.
International Journal of Advance Foundation and Research in Computer (IJAFRC)
Volume 1, Issue 5, Ma !"1#$ I%%& !'#( ) #(5'
15 * + !"1#, IJAFRC All Ri,hts Reserved ---$i.afrc$or,
6. Study can 4e conducted on lecturer ,or3!n1 !n de1ree colle1es, 8un!or colle1es !n relat!on ,!th the!r
,or3s style and personal!ty features.
7. &n !n#est!1at!on can 4e carr!ed out on a lar1e sa.ple 4elon1ed d!fferent states !n our country.

VII$ R/F/R/&C/%
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personal!ty and soc!al psycholo1y, P. 4I,4C4-4C>
J2K G!4son, S., = De.4o, M. %1>?4'. $heacher eff!cacy/ & construct Val!dat!on, @ournal of ducat!onal
Pyscholo1y, P. AC,IC> -I?2.
J3K Boolfol3, &., = 5oy, B.*. %1>>F' Prospect!#e teachers sense of ff!cacy and 4el!efs a4out control,
@ournal of ducat!onal Psycholo1y,
J4K Pa8ares, f., = @ohnson, M.@. %1>>C'. Self E ff!cacy 4el!efs !n the ,r!t!n1 of h!1h school students E &
path analys!s, )e, Yor3- :on1.an.
JIK Bandura, &. %1>>A' Self E ff!cacy/ $he e9erc!se of control. )e, Yor3- +ree.an.
JCK Ra#! Ba4u %2F1F', L(.pact of self E eff!cacy a.on1 h!1h school teachers !n 6h!ttoor d!str!ctM,
M.d. d!ssertat!on, S.V."n!#ers!ty, $!rupat!
JAK Purushotha., *. %2F12'/ L& study of self eff!cacy a.on1 teachers !n relat!on to spec!f!c factorsM,
M.d. D!ssertat!on, S.V."n!#ers!ty, $!rupat!. ,,,. 6oe. Nh!o E state. edu; ahoy;
research!nstru.ents.