Effectiveness of delegator teaching method on self-efficacy and achievement in english among secondary school students

This study examines the impact of the delegator teaching method on self-efficacy and academic achievement in English among secondary school students. Unlike traditional activity-oriented methods, which limit student autonomy, the Delegator Teaching Method emphasizes learner-centered strategies, fostering autonomy, collaboration, and critical thinking. Employing a non-equivalent group design, the study involved two groups: an experimental group taught using the Delegator Teaching Method and a control group using activity-oriented methods. Self-efficacy was measured and the academic achievement in English was assessed through standardized tests focusing on writing, speaking, reading, and grammar. Results indicated that students in the experimental group exhibited significant improvements in self-efficacy and academic performance compared to the control group. Writing and speaking skills showed the greatest gains, attributed to the interactive and participatory nature of the method. Reading and grammar also improved, albeit to a moderate extent. A positive correlation was identified between self-efficacy and achievement, highlighting the influence of confidence on academic success. The findings affirm the delegator teaching method as an effective approach to enhance self-efficacy and academic outcomes in English. Its learner-centered framework fosters active engagement and critical thinking, offering a compelling alternative to traditional pedagogies. This research underscores the need for innovative teaching strategies to address diverse learner needs and prepare students for academic and real-world challenges. Future studies could explore its applicability across different subjects and educational contexts to further validate its effectiveness.