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Asian Social Science
<p>Teacher self-efficacy is one of the important variables to bring change in students' learning. The current study aimed to assess teachers' self-efficacy beliefs on four sub-scales; namely, classroom management, persistent behaviour, classroom anxiety and professional mastery, in the context of Saudi Arabia. The key objective of the study was to determine teachers' self-efficacy beliefs on these sub-scales in relation to gender, age, professional qualification, level of teaching, and jobdoi:10.5539/ass.v13n1p1 fatcat:2mdm6geyj5c35m4eiuko243eym