Autoeficacia del profesorado de matemáticas colombiano en relación con su autopercepción laboral y con otras variables

Resumen

The objective of the study was to identify if certain variables related to sociodemographic, work and self-perception at work factors influence the level of teacher self-efficacy and its dimensions, as perceived by Secondary Education mathematics teachers in Bogotá. A total of 211 teachers from different areas of this city (gender: 46% female and 54% male, age: X = 42, SD = 10.19) responded to an ad hoc questionnaire as well as the Teachers Sense of Efficacy Scale. Descriptive analysis shows that most teachers have high levels of teacher self-efficacy in two of the three dimensions examined: classroom management (72.1%), teaching strategies (68.2%) and student engagement (49.3%). Use of inferential analysis (Mann Whitney U test and Kruskal Wallis H test) allows us to determine that geographical location, job expectations, work commitment and wanting to change their profession are all variables which have an impact on some of the dimensions of teacher self-efficacy, especially when referring to student engagement (p <0.05). In conclusion, the importance can be observed of developing psychoeducational intervention programs for the development of coping and empowerment skills which will enable them to change their beliefs and improve the ability to influence their students’ level of commitment.