THE IMPACT OF TEACHERS’ LOCUS OF CONTROL AND SELF-E FFICACY ON STUDENTS’ EDUCATIONAL OUTCOMES

Abstract

Student educational outcomes depend significantly on teachers' locus of control and self-efficacy. This research investigates how these psychological attributes affect classroom management, instructional effectiveness and student performance. The research uses secondary school educator survey data to study whether correlations exist between teachers' belief that they will be able to make an impact on student success. However, the findings indicate that teachers with an internal locus of control and high self-efficacy exhibit better classroom engagement, student motivation, and academic achievement. Recommendations for professional development initiatives that both promote and attenuate teacher efficacy and control beliefs are made in the conclusion of the study.