Abstract:
The objective ofthe study was to examine the effects ofteachers' academic achievement, years of
experience, attitude towards teaching, and sense ofefficacy on teaching effectiveness. The sample
consists
of 41 teachers and 402 respective students randomly selected from five high schools in
Bahir Dar town. A background information questionnaire and scales were used to gather data
about the variables under discussion. Correlation and multiple regressions were used
for data
analysis.
The correlation results revealed a non significant relationship between teachers'
previous academic performance and teachers' years
of teaching experience (r = 0.099), and
teachers' attitude towards teaching(r
= 0.065), while the relationships between teachers'
~ academic .performance and teachers' sense of efficacy (r = 0.822) and teaching effectiveness
(0.478) were
found to be statistically significant. Non-significant correlation was also observed
,
between teachers' years of teaching experience and teachers' sense of efficacy(r = 0.059),
attitude towards teaching(r= 0.228) and teaching effectiveness(r
= -0.223). The Regression
results revealed that teachers' academic performance and sense
of efficacy had statistically
significant relations and direct effects on teachers teaching effectiveness
(fJ = 0.492 and fJ =
0.524, P ( 0.001, respectively). Teachers' attitude towards teaching had a strong direct effect
on
teachers' sense ofefficacy (fJ = 0.889), but insignificant on teaching effectiveness (fJ = 0.299, P (
0.001). However, attitude was found
to have a significant indirect effect on teaching effectiveness
via sense
ofefficacy ((fJ = 0.466, P ( 0.001).
