ABSTRACT

Teachers are crucial in shaping students’ academic success and long-term development. Their self-efficacy and effectiveness significantly impact student performance, making them vital components of quality education. This study examines the relationship between teachers’ self-efficacy, effectiveness, and student achievement at Guizhou Minzu University. Employing a mixed-methods research design, the study integrates both quantitative and qualitative approaches. Data were collected through surveys distributed to randomly selected teachers and students. Statistical tools such as frequency, percentage, mean, independent samples t-Test, Pearson correlation, and thematic analysis were utilized for data analysis and interpretation. Findings indicate that teachers at Guizhou Minzu University generally exhibit moderate levels of self-efficacy and effectiveness, while students demonstrate commendable academic performance. A positive correlation was found between teachers’ self-efficacy, effectiveness, and instructional practices, which in turn enhance student outcomes. However, several challenges were identified, including high work pressure, weak personal regard, lack of collaboration among teachers, low actual work achievement, and inadequate motivation from the administration. To address these challenges, it is essential to develop a comprehensive strategic plan aimed at enhancing teachers’ self-efficacy and effectiveness. This plan should focus on providing targeted support, fostering a collaborative environment, and offering professional development opportunities. By doing so, the overall quality of teaching can be improved, which will, in turn, positively impact student performance at Guizhou Minzu University. Keywords: Academic performance, Guizhou Minzu University, student achievement, teaching challenges, teacher effectiveness, teacher self-efficacy https://doi.org/10.57180/sipk2199