Shaveta Sharma
CT University, Ludhiana
This paper is an attempt to find out the predictive influence of teaching experience
and psycho-social problems on teacher self-efficacy of school women teachers in the
state of Punjab. Teacher Self-Efficacy Scale (Self- Constructed and standardized) and
Psycho-Social Problems of Educated Working Women Scale (Hundal, 2002) were
employed on a sample of 250 married school women teachers drawn from five randomly
selected districts i.e. Ludhiana, Jalandhar, Hoshiarpur, Amritsar and Moga out of the
total twenty two districts of the state of Punjab. The results of the study indicate that
teaching experience and psycho-social problems conjointly predict 9.9% of teacher
self-efficacy of school women teachers, 0.1% of teacher self-efficacy is predicted by
teaching experience and 9.8% by psycho-social problems. Conjoint effect of teaching
experience and psycho-social problems is higher as compared to their separate
prediction in predicting teacher self-efficacy of school women teachers.