Teachers’ Professional Self-Efficacy and Its Association with Students’ Academic Achievement

Abstract Book of the 11th International Conference on Future of Teaching and Education

Year: 2026

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Teachers’ Professional Self-Efficacy and Its Association with Students’ Academic Achievement

Prof. Dr. Tringa Dedi

ABSTRACT:

This study examines the extent to which teachers’ professional self-efficacy influences students’ academic achievement, with particular emphasis on its role in shaping instructional practices and classroom engagement. Teacher self-efficacy is conceptualized as a dynamic and context-dependent construct that affects pedagogical decision-making and supports student learning outcomes.
A convergent mixed-methods design was employed to provide a comprehensive understanding of the research problem. The quantitative component consisted of a survey administered to 100 primary school teachers from ten public schools in the municipality of Pristina. Participants were selected through purposive sampling, prioritizing teachers with active instructional responsibilities. In parallel, qualitative data were collected through two focus group discussions involving teachers from primary and lower secondary education.
Quantitative data were analyzed using SPSS to identify statistically significant relationships between teachers’ efficacy beliefs and students’ academic performance. Qualitative findings indicated that teachers’ perceived professional competence influences instructional adaptability, responsiveness to diverse student needs, and the creation of inclusive and motivating learning environments.
The findings show that teachers’ professional self-efficacy is a significant predictor of students’ academic achievement, mainly through its impact on pedagogical flexibility and student engagement. Teachers with higher levels of self-efficacy reported more frequent use of student-centered approaches and more effective classroom management.
These results highlight the importance of continuous professional development aimed at strengthening teachers’ efficacy beliefs to improve educational outcomes.

Keywords: Teacher Self-Efficacy, Academic Achievement, Student Engagement, Instructional Practices, Mixed-Methods Design