Date of Publication :30th May 2023

Abstract: The present study aims to investigate the relationship between teachers' self-efficacy and their use of instructional strategies in the classroom, with a focus on student-cantered approaches, formative assessment, and differentiation. While prior research has established the importance of teacher self-efficacy in effective teaching practices, the role of the teacher evaluation process in shaping self-efficacy and the use of instructional strategies has not been well understood. To address this gap, a quantitative correlational design method was employed to investigate this relationship among 379 teachers in primary and lower secondary schools in the Republic of Kosovo, selected through simple random sampling. Data were collected using the Teacher Sense of Efficacy Scale (TSES) long form, adapted, and modified to meet the research objectives. The study found a moderately positive correlation between evaluation frequency with feedback frequency, and feedback frequency with teachers’ self-efficacy in using instructional strategies. The results also suggest that frequent feedback and evaluations can boost teacher self-efficacy and improve their ability to use instructional strategies effectively, particularly regarding student engagement. These findings have important implications for teacher professional development and classroom practices, as teachers who feel confident in their ability to engage students can create a more conducive learning environment, which can ultimately lead to improved student outcomes. However, further research is needed to explore the generalizability of these findings to different educational contexts and to develop effective strategies for improving teacher self-efficacy and instructional practices.

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