International Journal on Science and Technology

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Self-Efficacy as a Predictor of Teaching Competency Among B.Ed. Trainees

Author(s) Ms. Subhamol V R, Dr. S Shobana
Country India
Abstract Self-efficacy is a critical psychological construct that influences how teacher trainees perceive their ability to plan, organize, and execute teaching-related tasks. Teaching competency, defined as the combination of pedagogical knowledge, instructional skills, and classroom management, is essential for the professional effectiveness of B.Ed. trainees. This article examines the predictive role of self-efficacy on teaching competency among teacher trainees. Drawing upon Bandura’s Social Cognitive Theory, the study explores how personal belief systems translate into observable teaching performance. A comprehensive literature review highlights global and Indian research establishing a strong positive relationship between teacher self-efficacy and effective teaching practices. The methodology section outlines a descriptive survey design involving B.Ed. trainees as participants. Results suggest that trainees with higher self-efficacy demonstrate improved instructional clarity, classroom engagement, and adaptability. The discussion addresses implications for teacher education programs, suggesting that strengthening self-efficacy through targeted training, reflective practices, and skill-building workshops could significantly enhance teaching competency. The article concludes that self-efficacy is a strong predictor of teaching competency and should be integrated into curriculum planning to produce more effective future teachers.
Keywords Self-efficacy, Teaching competency, B.Ed. trainees, Teacher education, Social cognitive theory
Field Sociology > Education
Published In Volume 16, Issue 4, October-December 2025
Published On 2025-11-15
DOI https://doi.org/10.71097/IJSAT.v16.i4.9450
Short DOI https://doi.org/hbbmzn
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