Devising A Structural Equation Model of Relations Between Teachers’ Goal Orientations, Epistemological Beliefs And Self-Efficacy

Abstract

Differences, backgrounds, and characteristics of teachers are essential factors in the teaching and learning environments. Teachers are a vital factor in quality education and an influential component in improving the success of any educational system. The primary purpose of this study is to determine the relationship between the self-efficacy, goal orientations, and epistemological beliefs of teachers. A sample of 375 teachers participated in this study. Path analysis results indicate that their epistemological beliefs correlate with the ability to approach goals, mastery goals, and self-efficacy. The maximum effect of teachers’ mastery goal is on the efficacy of instructional strategies and then on classroom management efficacy.