چکیده:
In the context of transformed education, the teacher's role has shifted from being a mere transmitter of knowledge to a facilitator of learning; especially in participatory classrooms where interaction, dialogue, and cooperation among students are prioritized. In such environments, teacher self-efficacy—defined as an individual's belief in their ability to manage the classroom, design effective learning activities, and respond to the diverse needs of students—is considered one of the fundamental components of educational success. Research has shown that teachers with high levels of self-efficacy utilize more creative, active, and student-centered methods, which can lead to a significant improvement in the quality of learning. This article, focusing on the role of teacher self-efficacy, examines how this psychological trait affects the quality of learning within the context of participatory classrooms. The findings suggest that creating environments to increase self-efficacy beliefs in teachers through professional training, effective feedback, and structural support can steer students' learning paths toward deeper understanding, increased motivation, and more desirable academic performance.
خلاصه ماشینی:
In such environments, teacher self-efficacy, as an individual's belief in their ability to manage the classroom, design effective learning activities, and respond to the diverse needs of students, is considered one of the fundamental components of educational success.
Research has shown that teachers with high levels of self-efficacy utilize more creative, active, and student-centered methods, which can lead to a significant improvement in the quality of learning.
In the field of education and training, teacher self-efficacy relates to their perception of their ability to manage the classroom, teach effectively, and respond to students' learning needs (Faramarzi et al.
Furthermore, the results of some studies indicate that there is a significant relationship between teacher self-efficacy and psychological variables such as passion for teaching, job satisfaction, and a positive attitude toward students (Ahmadi and Karami, 2017, p.
This finding indicates that the higher the level of teacher self-efficacy, the more the quality of learning in collaborative classrooms increases; that is, students in these conditions have more active participation, experience more motivation, and report deeper learning (Faramarzi et al.
Additionally, multiple regression analysis showed that the three components of self-efficacy (classroom management, teaching strategies, and active participation with students) significantly have the ability to predict learning quality.
Examination of the mean scores showed that teachers who have higher self-efficacy use participatory methods such as peer teaching, group discussion, and problem-solving more frequently, and their students also achieved higher scores in indices of motivation, conceptual understanding, and participation in learning (Kazemi and Ahmadi, 2018, p.
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