teachers are not always sure with their own abilities when teaching, hesitant to take action when they meet students who are considered difficult to direct and need support to communicate student progress to parents. The competence of teachers is based on belief in their own abilities, named selfefficacy. Teacher self-efficacy is the belief that a teacher has ability to teach, manage classes, make decisions, motivate and communicate with students effectively. Objective: describe teacher self-efficacy and to prove differences in teacher self-efficacy levels based on gender of kindergarten teachers in Tangerang, Indonesia. Methods: quantitative research using survey research methods with the non-probability sampling technique of the convenience method. The research subjects (N = 54) were kindergarten teachers. The descriptive statistical test in this study used a comparison between the hypothetical mean scale and the empirical mean. The Crosstabs method to see the relationship between teacher self-efficacy based on gender and the Explore method to determine teachers who have the highest and lowest levels of teacher self-efficacy based on gender. Results: with a measurement scale of 1-7, the hypothetical mean is 4 < 5.3188 the empirical mean of teachers' selfefficacy, shows that kindergarten teachers have a high level of teacher selfefficacy. In addition, Chi-Square = 48,938 with a significance value (p) 0.049 <0.05, shows that there is a significant relationship to the teacher self-efficacy based on the gender of kindergarten teachers in Tangerang. Conclusion: kindergarten teachers at several kindergarten school in Tangerang have a high level of teacher self-efficacy and there is a significant relationship between teacher self-efficacy and gender.

The purpose of the study was to investigate the sense of efficacy between male and female teachers in Attock, Pakistan. Teacher’s efficacy is a simple idea with significant implications. The sample of the study consisted of 70 respondents consisting 35 female and 35 male elementary school teachers from District Attock. It was a survey type study. A questionnaire was developed in Urdu Language based on Tschannen – Moran and Hoy, (2001) teacher efficacy scale. To analyze the data, ttest was used. Female teachers have better self-efficacy than male teachers. Female teachers have higher self-efficacy than males on efficacy to influence classroom management, instructional strategies students, engagement subscales. Female teachers performed better due to their high perception in their self-efficacy than male teachers in the public elementary schools in district Attock.

The aim of this research was to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and configural invariance.

The aim of this study was to examine the factor structure of the Teachers Sense of Self-efficacy Scale. Three factors are assumed to represent the self-efficacy: student engagement, effective strategies and classroom management. Testing the reliability of each construct is another aim of this study. To achieve the aims of the study, a stratified random sample (N = 2446) of Omani teacher was drawn. The Teachers' Sense of Efficacy Scale was administered to teachers in their schools. The scale has 24 items with 8 items for each of the three subscales. Exploratory factor analysis was performed on half of the sample and produced three factors. Confirmatory factor analysis was performed on the other half. The model fit to data was good. Invariance of structure was tested across gender. The parameters of the model were invariant across gender. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as independent variable and the three subscales as dependent variables. Female teachers were more efficacious than male teachers in engaging students and teaching strategies; while male teachers were more efficacious than female teachers in classroom management. The study concluded that the scale can be validly used for assessment and research purposes.

The aim of this study was to examine the factor structure of the Teachers Sense of Self-efficacy Scale. Three factors are assumed to represent the self-efficacy: student engagement, effective strategies and classroom management. Testing the reliability of each construct is another aim of this study. To achieve the aims of the study, a stratified random sample (N = 2446) of Omani teacher was drawn. The Teachers' Sense of Efficacy Scale was administered to teachers in their schools. The scale has 24 items with 8 items for each of the three subscales. Exploratory factor analysis was performed on half of the sample and produced three factors. Confirmatory factor analysis was performed on the other half. The model fit to data was good. Invariance of structure was tested across gender. The parameters of the model were invariant across gender. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as independent variable and the three subscales as dependent variables. Female teachers were more efficacious than male teachers in engaging students and teaching strategies; while male teachers were more efficacious than female teachers in classroom management. The study concluded that the scale can be validly used for assessment and research purposes.

The purpose of this quantitative, comparative study was to determine if there were significant differences in teachers' self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers' Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study's research objectives and hypotheses. The findings from this study revealed no significant differences in teachers' self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.

Analyzing teacher self-efficacy has been a prominent issue in educational research since late s. Teacher efficacy basically refers to teachers' beliefs in their abilities to organize and execute courses of action necessary to bring about desired results (Tschannen-Moran et al., 1998). This study attempts to examine self-efficacy beliefs of teachers working at primary state schools in Turkey regarding dimensions such as instruction, adapting instruction to individual needs, motivating students, and maintaining discipline. It specifically aims to reveal whether gender and experience have a significant influence on the teachers' self-efficacy beliefs. Data obtained from the participants' responses to the items in the Norwegian Teacher Self-Efficacy Scale (Skaalvik & Skaalvik, 2010) were analysed using SPSS Version 17.0. Findings of the study suggest that teachers' self-efficacy beliefs are improved through gaining professional experience, and that female teachers seem to have lower self-efficacy beliefs than their male colleagues with respect to motivating students, keeping discipline in classroom, and coping with challenges. The study concludes with practical implications of the findings, and a few suggestions for further directions.