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Introduction:

The role of teacher self-efficacy in promoting student problem-solving skills has been an area of interest in the field of education for many years. This study aims to examine the impact of teacher self-efficacy on student problem-solving skills, with a focus on how teachers’ beliefs in their own abilities can influence the problem-solving abilities of their students. By understanding the relationship between teacher self-efficacy and student problem-solving skills, educators can develop more effective teaching strategies to enhance students’ critical thinking and problem-solving abilities.

Chapter One: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter Two: Literature Review
2.1 Overview of Teacher Self-Efficacy
2.2 Importance of Problem-Solving Skills
2.3 Relationship between Teacher Self-Efficacy and Student Performance
2.4 Strategies for Promoting Problem-Solving Skills
2.5 Theoretical Framework
2.6 Previous Studies on Teacher Self-Efficacy and Student Problem-Solving Skills
2.7 Gaps in the Literature
2.8 Implications for Practice
2.9 Summary of Literature Review
2.10 Research Questions

Chapter Three: Research Methodology
3.1 Research Design
3.2 Sample and Participants
3.3 Data Collection Methods
3.4 Instrumentation
3.5 Data Analysis
3.6 Ethical Considerations
3.7 Validity and Reliability
3.8 Limitations of the Study

Chapter Four: Discussion of Findings
4.1 Descriptive Statistics
4.2 Relationship between Teacher Self-Efficacy and Student Problem-Solving Skills
4.3 Factors Influencing Teacher Self-Efficacy
4.4 Implications for Practice
4.5 Recommendations for Future Research

Chapter Five: Conclusion and Summary
5.1 Summary of Findings
5.2 Conclusions
5.3 Limitations of the Study
5.4 Recommendations for Practitioners
5.5 Suggestions for Future Research

Thesis Overview:
Teacher self-efficacy plays a crucial role in promoting student problem-solving skills. This thesis aims to investigate the relationship between teacher self-efficacy and student problem-solving abilities, with a focus on how teachers’ beliefs in their own abilities can influence the problem-solving skills of their students. The study will review the existing literature on teacher self-efficacy, problem-solving skills, and their relationship, identify gaps in the current research, and propose a research design to address these gaps. The findings of this study will contribute to the existing body of knowledge on the topic and provide valuable insights for educators looking to enhance students’ critical thinking and problem-solving abilities.

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