An examination of the relationship between teaching competition and teachers' self-efficacy through a university-based teaching competition

Abstract

This study looks into the teaching competition and its influence on teachers’ self-efficacy through a university-based competition. The proposed research is designed to examine the differences of teachers’ self-efficacy among demographic factors, such as gender, age, educational background, professional rank, past experience of competition, preparation situation, and level of award. The focus of the study is university-based competition, in relation to the self-efficacy beliefs of teachers.

Quantitative method was used in this research study. A questionnaire containing both demographic questions and multiple choices questions about the attitudes of 100 teachers to teaching competition on whether teaching competition can improve teachers’ self-efficacy was used to collect data anonymously from teachers employed in four teaching units under a university in Hebei. The results of this study showed that teachers who had experiences of participating in teaching competition showed significant difference for some items than their counterparts. Besides teachers who had achieved the first prize showed more recognition than others. Results also indicated that school factors influenced teachers’ self-efficacy. Findings from this research study revealed that teachers believed that participating in teaching competition improved teachers’ self-efficacy. The proposed research will provide a much-needed window on the teacher education for schools. In the last part of the thesis, the author will summarize the limitations of this research and made his recommendations for future studies.