“I Want To Be A Teacher”: Influential Factors The Teaching Self-Efficacy

Abstract

In Peru for the scarce recognition only 10 % of adolescents wishes the teachers to study education. For this reason it is essential to analyze how the desire to study the primary education career influences the teaching self-efficacy in students of a private university. The participants were 87 students (12 men (13.8 %) and 75 women (86.2 %) between 19 to 55 years of age $(\pmb{M}_{\pmb{age}}=\mathbf{26.51},\ \mathbf{SD}\ =\mathbf{7.82})$. It ends that the desire to be teachers predicts significantly to the teaching self-efficacy to influence the school decisions, to handle the student discipline, to achieve the parent participation and to encourage an ideal school climate. The academic performance predicted positively to the academic self-efficacy and negatively to the efficacy for the education and to encourage an ideal school climate. Finally, the academic self-efficacy predicted the efficacy for the education and for the handling of the discipline.