Binary Logistic Regression Analysis of Teacher Self-Efficacy Factors Influencing Literacy and Numeracy
This paper discusses the teacher efficacy factors contributing to student achievement in literacy and numeracy in 105primary schools within Sibu division, Sarawak, Malaysia. The study observed high levels of practice for teacherefficacy. The t-test and one-way analysis of variance (ANOVA) were used to analyze the differences between gender,teaching experience and academic qualification. The study reported significant differences in respondent perceptionsbased on teaching experience. Here, the post hoc Tukey test revealed that efficaciousness grows with years of teachingexperience. A correlation test observed a significant relationship between the independent variable with studentachievement in literacy. Binary logistic regression was applied to predict the influence of teacher efficacy on literacyand numeracy. The findings revealed that a dimension of teacher self-efficacy – efficacy in student engagement -emerged as the best predictor for student achievement for English literacy (LBI). The result indicated that for every1-point increase in the self-reported efficacy for student engagement, the school was .014 times less likely to achieve100% literacy rate for LBI. In conclusion, the teacher’s self-efficacy in student engagement had a negative influence onthe mastery of basic literacy for the English language, hence necessitating a closer inspection of the variable within thecontext of LINUS2.0. However, more comprehensive studies are needed to ascertain its consistency as well asinvestigating positive predictors for literacy.