Browsing by Subject "confidence"

The study focuses on the Nepalese 8 grade Mathematics, Nepali language and Social study teachers' confidence to teach their own subject. Every skill, such as teaching skills, brings with uncertainty and insecurity creates a need for security. The aim of the master's thesis is to research how substance knowledge, the teacher's personality, pedagogical knowledge and classroom management, and their components are connected to each other. In addition, has been researched how much personality, pedagogical knowledge and classroom management, explain the teacher's self-perceived competence assurance to teach. Altogether, 1224 of Nepalese teachers responded to the survey. The survey sample was stratified. The questionnaire, teachers were asked to assess their teaching confidence in their teaching subject and its sections, on a scale of 1 to 4. Many studies have been done about teaching and the teacher's impact on learning outcomes. That has been considered as a possible cause of Finnish students' good learning achievements. Since the schools have small differences between them, it is easier to study the teachers and the teaching effect of the student's achievements in a country, where the school differences are considerable bigger. According to Hattie (2003, 2), the teacher effect is 30% of the student learning achievements, in Nepal the corresponding figure is 68% (Acharya, Metsämuuronen and Metsämuuronen 2013, 281 316). The study examined by tree-analysis how personality, pedagogical knowledge and classroom management elements are linked to educational confidence and by regression analysis how much these independent variables explain together the effect of the phenomenon. According to regression analysis, there are age, teaching years, assessment, professional development over the last two years, and the curriculum understanding and using, as well as the school equipment shortages. The study found that the most confident were those teachers who were under the age of 30 teachers; who had teaching experience five years or less; who used the project work as assessment; who experienced that they understood the objectives of the school curriculum, and in addition they experienced to implement it successfully. This study was empirical and explorative work and the results obtained on the regression model shows that the model explains 9.5% of teacher's confidence to teach their own subjects. As regression model explains less than 10% certainty, is the teacher's teaching confidence and competence a good follow-up research object. Another good object would be to compare the self-perceived reliability and the validity of the comparison of the measured whether teachers' own experience of the same qualifications as a measurable skill.