Exploratory Study of the Teaching Self-Efficacy and its Factors Associated in a Students' Sample of the Elementary Education Career

Abstract

The purpose of the present study was to analyze the predictive relation between the diverse dimensions of the teaching self-efficacy in a students' sample of a university deprived of Lima - Peru. The participants were 80 students (11 men (13.8 %) and 69 women (86.3 %) between 19 to 55 years of age $(M_{age} = 26.70,\ SD=8.00), 61$ (76.3%) were of capital city and 16 (20.0%) were of province. The results demonstrated that a major level of teaching self-efficacy exists in students who come from provinces. Then the analysis of multiple linear regressions demonstrated that: the self-efficacy to teach predicts the self-efficacy for the parents' participation $(\beta=.29,p <. 05)$, to manage discipline $(\beta= \ . 43,\ \ p < 001)$, to ensure the community participation $(\beta=.29,\ p <.05)$, to influence decision making $(\beta =.54,p <. 001)$, and to achieve an optimum school climate $(\beta=.28,p <. 01)$.