Investigation of antecedents to teacher effectiveness of higher education sector in India

Abstract

This paper aims to examine the variables involved in improving Teacher effectiveness through self-efficacy (SE) while focusing on higher education. The authors collected data from 600 usable responses from Northern India. The data was analyzed by structural equation modelling using analysis of moment structures (AMOS). The results indicate that drivers such as emotional intelligence (EI) and proactive personality (PP) contribute to the raised levels of SE, working as a mediating variable, which in turn triggers teacher effectiveness (TE) positively in the field of higher education. This study provides valuable insights for educational institutions to improve TE. The drivers propose that achieving widespread recognition of these factors necessitates implementing many training programs and workshops to boost TE. The contribution lies in providing a holistic study of TE drivers and the mediating role of SE in enhancing overall TE. This study is a new endeavor since it combines EI, PP, SE, and TE into a unified research model and tests it through empirical data. This study explores topics in research that have not been studied before by examining the interconnections between these variables with the context to higher education.