Teachers' Attitudes Towards Self-Efficacy in the Compilation of Tests According to Bloom's Taxonomy Framework

Abstract

This research aims to present the relationships between teachers' self-efficacy and their performance in mastering the skill of compilation of the tests according to Bloom's Taxonomy Framework. To realize this research, we have relied on numerous studies, and 100 teachers in different levels of pre-university education in Kosovo are a part of this research. Various types of research show that high self-efficacy is closely related to the use of new strategies in teaching and the teacher’s professional training. Therefore, the achievements of students in gaining knowledge cannot be missing. Teachers who possess a high degree of self-efficacy are more capable of adapting to pedagogical changes and the demands of the time, therefore it is of great importance to study the degree of self-efficacy of teachers as a primary result in encouraging learning. This research also presents the importance of various trainings and professional support to teachers to increase the sense of self-efficacy in their work. By analyzing the factors that influence teachers' self-efficacy, such as institutional support, work experience, and professional training, this research also offers practical recommendations for policymakers and school leaders to improve the quality of teaching.