The Ripple Effect: How Student Accomplishment Shapes Teacher Self Efficacy?

Abstract

This research examined the complex relationship between teaching efficacy of staff and student performance levels in secondary institutions throughout Rawalpindi and Islamabad Pakistan during the 2022-2024 academic year. The study was conducted across three consecutive academic years in 27 secondary schools. Data were collected from teachers and principals through structured questionnaires administered in three phases. Student academic performance was assessed in Phases 1 and 3, while Phase 2 examined teachers’ self-efficacy beliefs. A 79-item questionnaire, adapted from previously validated instruments with strong psychometric properties, was employed for data collection. The study results demonstrated intricate relationships between the investigated variables through structural equation modeling analyses. Moreover, the self-assessed confidence level of teachers influenced student achievement results slightly but not as prominently when compared to the substantial impact that student achievement demonstrated before and after both variables changed. Meanwhile, the study demonstrates how early academic achievement directly affects student performance together with teacher confidence assessment. The implementation of policies needs to focus on early intervention strategies and funding teacher professional development which improves both instructor confidence and develops strong teaching methodologies.