Journal of Educational Sciences > Volume 24, No. 4, 2012
Perceived Efficacy Levels of Islamic Education Teachers in Jordan / Sadeq Al — Shudaifat,Lana Khasawneh,Mamdouh Alshuraa
The primary purpose of this study was to determine the perceived efficacy levels of Islamic education teachers in Jordan. A random sample of 130 Islamic education teachers was selected to respond to a validated instrument developed by Yilmaz , 2008, . The instrument comprised of five dimensions with 25 items distributed as follow: knowledge of Islamic education, selection and application of strategies, methods, and techniques related to Islamic education, material design and use related to Islamic education, in-class communication and classroom management, and measurement and evaluation. The results of the study indicated that self-efficacy of Islamic teachers was the highest for the knowledge of Islamic education with a mean value of 4.10. However, the lowest efficacy level of Islamic teachers was for in-class communication and classroom management with a mean value of 3.25. The rest of the dimensions had mean values above 3.50. The study ended by offering a number of theoretical and practical implications for the field of study.
Introduction and Theoretical Framework In the past two decades, a good deal of research has focused on improving the educational system for the sake of increasing students' learning and achievement. One promising area of research that may be the cornerstone for the success of such effort is the teacher efficacy. Teacher efficacy has been defined as "teachers' belief or conviction that they can influence how well students learn, even those who may be difficult or unmotivated" , Guskey&Passaro, 1993, p. 3, . Ross , 1994, defined teacher efficacy as "the extent to which teachers believe their efforts will have a positive effect on student achievement" , p. 5, . These two definitions indicate that the perception of one's ability affects one thought feelings, motivations, and actions toward students' success and learning , Morell &Caroll, 2003, . Today's teachers have multiple responsibilities including the ability to manage the classroom well;
communicate clearly with students; design classroom materials; present the content knowledge effectively; provide learning, select and apply proper strategies and teaching techniques; and provide proper measurement and evaluation for students' learning and achievement. Therefore, teaching is a profession that needs more efficacy than ever before. A good deal of research over the past two decades has demonstrated that efficacy beliefs influence behavior and performance through effecting on direction, intensity, and persistence of effort , Alqadoomy, 2006, . Teachers with high efficacy perceptions can make an effort to create an effective educational environment in the classroom using a variety of teaching methods and strategies , Alderman, 1999, . Research has also emphasized that teachers with high efficacy perceptions believe they would perform and manage teaching in an effective manner; establish communication with all types
