Establishing the Relationship between Teacher Efficacy and Malaysian Primary Pupils’ Achievement in Formative Reading Assessment

Abstract

The presence of qualified teachers in the Education scenario ensures that the targeted academic achievement is duly met at primary school level. Thus, it is vital that Malaysian English teachers are aware of their self-efficacy that projects their inner motivation, behaviour and social planning in order to achieve academic excellence among pupils. The aim of this study is to mainly focus upon primary school teachers’ self-efficacy and the effect on English formative-reading assessment of pupils. In this study, a quantitative research method has been used. About 30 samples were selected mainly from primary school English teachers in a school in Selangor and 90 Year 5 pupils were selected randomly. Teacher self-efficacy questionnaires for teachers were utilised to collect data and to analyse pupils’ reading achievement and their formative reading assessment marks were used. Pearson Correlation and Multiple Regressions were used in analysing the collected data. The findings suggested that teachers with higher self-efficacy are more likely to be motivated and committed to ensure better reading achievement among pupils. The discussion of the results pertaining to the findings as well as recommendations and limitations are provided for future research.