Autoeficacia en docentes de secundaria

Abstract

This research paper describes the level of teacher self-efficacy in Unified General Baccalaureate (BGU) teachers, the study sample for this research was 100 teachers chosen intentionally: 50 men and 50 women; 16 private and 12 public educational institutions of the city of Cuenca. We worked with a type of quantitative study, corresponds to a cross-sectional design whose scope was descriptive, we used the "Efficacy Scale of Professor Tschannen-Moran and Woolfolk Hoy" (2001), adapted to Spanish by Covarrubias (2014). The results obtained show that there is a medium level with a tendency towards high levels of self-efficacy among teachers in both public and private institutions. Confirming that teachers are considered significantly more effective in teaching and learning strategies, followed by the effectiveness in the involvement of students; On the other hand, teachers say they feel less effective in the management of the class, followed by the attention they must provide to students. The research also allowed us to demonstrate that there is no relationship between the sociodemographic variables (age, sex, teaching experience and institutions by type of support) and the levels of self-efficacy of the BGU teachers. This coincides with the results of studies conducted on the same subject both nationally and internationally in which the level of self-efficacy at a general level in both private and public institutions is the same.