Teacher efficacy in student engagement in the English classroom at tertiary level

Abstract

The objective of this study is to investigate teacher efficacy in student engagement in the English classroom at university. The respondents were seventy-nine teachers from seven universities in Central Java. This study used descriptive design using quantitative analysis. The instruments used to gather data was questionnaire. The data taken from questionnaire were analyzed quantitatively using descriptive statistics, T-test and ANOVA. The analysis of data was based on gender, teachers’ age, teacher’ teaching experiences, and teacher’s educational background. This study found that male teachers had stronger teacher efficacy in student engagement than female teachers. Teachers were more than fifty-one years old had the strongest teacher efficacy in student engagement compared to others. Teachers whose teaching experiences are twenty-one years and more had the strongest teacher efficacy in student engagement than others. Teacher who graduated from doctoral degree (S3) had less student engagement than those who graduated from master’s degree. Teachers who taught at private universities had stronger student engagement than those at state universities based on descriptive statistical analysis.  However, based on the results of T-test and ANOVA analysis the difference is not significant based on the variable of gender, age, teaching experiences, and teacher’s educational background and their institution