Abstract

This study attempts to investigate teacher efficacy among teacher-educators in B.Ed. colleges of Nagaland, focusing on their perceived capabilities in instructional strategies, classroom management, and student engagement using a validated Teacher Efficacy Scale (TES) administered online. Grounded in Bandura's social cognitive theory (1977), teachers’ sense of efficacy refers to their determination and belief in their ability to accomplish important teaching tasks. It plays an important role in improving teachers’ teaching and ultimately students’ learning outcomes. The study employed a descriptive survey design through quantitative self-report measures. This non-experimental approach prioritizes prevalence and distribution of efficacy beliefs rather than causal relationships. The research targeted a context-specific examination in Nagaland, where unique socio-cultural and educational challenges may shape efficacy levels.