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Introduction

In recent years, there has been a growing emphasis on the importance of student self-directed learning (SDL) in education. SDL refers to the ability of students to take control of their own learning process, set goals, and monitor their progress towards achieving those goals. One of the key factors that influence student’s ability to engage in SDL is teacher self-efficacy, which refers to a teacher’s belief in his or her ability to effectively facilitate student learning.

This study aims to examine the role of teacher self-efficacy in promoting student self-directed learning. By understanding how teacher beliefs and behaviors impact student engagement and motivation, educators can better support the development of SDL skills in their students.

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 Importance of SDL in education
2.2 Theoretical framework of teacher self-efficacy
2.3 Previous research on teacher self-efficacy and student outcomes
2.4 Teacher beliefs and behaviors in promoting SDL
2.5 Factors influencing teacher self-efficacy
2.6 Strategies for enhancing teacher self-efficacy
2.7 Relationship between teacher self-efficacy and student SDL
2.8 Gaps in the literature
2.9 Summary of key findings

Chapter Three: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Measurement tools
3.6 Ethical considerations
3.7 Limitations of the study
3.8 Reliability and validity of the study
3.9 Data interpretation techniques

Chapter Four: Discussion of Findings
4.1 Overview of findings
4.2 Analysis of relationship between teacher self-efficacy and student SDL
4.3 Comparison of findings with previous research
4.4 Implications for educators
4.5 Recommendations for future research
4.6 Limitations of the study
4.7 Strengths of the study
4.8 Conclusion

Chapter Five: Conclusion and Summary
5.1 Summary of key findings
5.2 Contributions to the field
5.3 Practical implications for educators
5.4 Recommendations for future practice
5.5 Conclusion

Thesis Overview:

Teacher self-efficacy is a crucial factor in promoting student self-directed learning. This study aims to investigate the relationship between teacher self-efficacy and student SDL, with a focus on how teacher beliefs and behaviors influence student engagement and motivation. By understanding the role of teacher self-efficacy in promoting SDL, educators can better support the development of self-directed learning skills in their students.

The literature review will explore the importance of SDL in education, the theoretical framework of teacher self-efficacy, previous research on teacher self-efficacy and student outcomes, and strategies for enhancing teacher self-efficacy. The research methodology will outline the research design, participants, data collection methods, and data analysis procedures. The discussion of findings will analyze the relationship between teacher self-efficacy and student SDL, compare findings with previous research, and provide recommendations for educators. The conclusion and summary will highlight key findings, contributions to the field, practical implications for educators, and recommendations for future practice.

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