Abstract:
his study examined classroom management role-play techniques and teachers' self-efficacy among Queen College students at Addis Abeba's Kality Campus. For this investigation, a descriptive study design type was employed. All professors at Addis Ababa's Queen College, Kality Campus, were included in the study population. The sample included over 100 instructors from 20 higher educations who attended Queen College in Kality. We chose four representatives from each class and five departments from the Addis Abeba local education administration using a stratified random sampling technique. To investigate teacher self-efficacy and the role-play approach to classroom management, a self-development instrument was created (tsarpmocm). The instrument's reliability factor, which was 0.77, was examined using the Cronbach's alpha approach to measure instrument reliability. As a result, it was discovered that male and female instructors had quite different levels of self-efficacy when it comes to running higher education classrooms. As a result, we discovered a favorable and substantial relationship between classroom management strategies and self-efficacy among primary education instructors. According to the report, instructors should prioritize teaching and learning for students rather than for themselves, and state education departments should effectively oversee teacher performance. Ultimately, the federal and state departments of education must find a method to staff primary educations with an acceptable number of instructors.
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