The Influence of Teachers’ Age and Educational Level on Strengthening the Relationship between Their Educational Background, Locus of Control, and Self-Efficacy

Abstract

This study explores the influence of teachers’ age and educational level on their self-efficacy and locus of control, focusing on how these demographic variables interact to shape psychological traits linked to teaching effectiveness. Grounded in Bandura’s theory of self-efficacy and Rotter’s concept of locus of control, the research investigates whether older and more educated teachers exhibit higher self-efficacy and a stronger internal locus of control than their younger or less-educated counterparts. A qualitative methodology was adopted, using semi-structured interviews and focus groups with 30 teachers in Malaysia, categorized by age and education levels. Thematic analysis revealed that teachers over 50 with master’s degrees reported significantly higher self-efficacy and internal locus of control. In contrast, younger teachers and those with only basic qualifications showed greater reliance on external factors. The findings suggest that age and educational attainment reinforce one another in strengthening key psychological attributes in teachers. Implications highlight the need for tailored professional development strategies focusing on mentorship for younger, less-educated teachers and leadership training for more experienced educators. The study contributes to the understanding of how demographic factors shape teacher confidence and classroom effectiveness, with practical applications for teacher training programs and educational policy.