Action research is a much discussed concept in the field of education. It can be defined as
the process of studying a school situation to understand and improve the quality of the
educative process. Additionally, action research has a wide scope to deal with local
problems in a great manner. It is very effective to solve the day to day problems in a
scientific manner. Consequently, it is well addressed and focuses on the activity in pre and
in-service teacher training programme. There are several factors that motivate or demotivate
a teacher in the conduction of action research. Self-Efficacy is one of them. This
study was conducted to know the level of Self-Efficacy towards Action research of
secondary student teachers. The effect of gender, stream and academic qualifications on
their self-efficacy towards action research was also investigated. Survey method was used
to conduct the study. Total 179 secondary student teachers were randomly selected as the
sample of the study. The study revealed that secondary student teachers were showing
moderate level of self-efficacy towards action research and it was also found that female
secondary student teachers were having more self-efficacy towards action research than
male secondary student teachers.
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