شبكة المعلومات العربية التربوية

Self-Efficacy is one component of the social cognitive theory and it’s an important variable in the educational psychology field , Bandura refers to it as teachers self-efficacy beliefs; a judgment or cognition of their ability to have behavior a positive effect on students learning , classroom management , as well as its role in their persevering and maintaining effectiveness for hard-working with students. Literature denote that self-efficacy has an indirect effect on teachers academic performance as it is connected with the abilities necessary to complete their learning for self-regulation, for developing his pedagogical skills, and his experiences in teaching performance, in high level of self-efficacy the teacher becomes more effective as be part of his effect environment , and his task is not limited by promoting his students motivation, or maintaining students activities in the classroom .But for the present aims and it planning for them, by activate teachers achieving self-efficacy. The present research aims at achieving the followings: 1) Measuring the self-efficacy of university teachers? 2) Identifying the differences in the self-efficacy according to teachers’ sex variable? 3) Identifying the differences in the self-efficacy according to academic specialization? 4) Identifying the differences in the self-efficacy according to scientific degree? In order to achieve the aims of the present research, self-efficacy scale was constructed for measuring this concept which is defined as: "teachers ( he or she ) beliefs in his her abilities which motivate success in solving problem with his students". The results show that the university teachers in various scientific degrees have a more moderate level in self-efficacy, and they were (teachers’ sex, academic specialization, and scientific degree) have no effect on the self-efficacy. In the light of the findings, some conclusions and suggestion were given. (Published Abstract)