Effectiveness of Pygmalion Effect-based Education of Teachers on the Students’ Self-efficacy and Academic Engagement

The current study was conducted to determine the effectiveness of Pygmalion effect-based education of teachers on the students’ self-efficacy and academic engagement. The study is quasi-experimental (pretest-posttest with control group). The statistical population of this study include all students of first and second grades of high schools in Semnan in 2018-2019. 30 students were selected through multi-level cluster sampling method and after filling the written consent out, they answered research tools, including General Sherer Self-efficacy and Academic Engagement Questionnaire of Schaufeli et al. The experimental intervention (education based on Pygmalion effect) was only implemented for the teachers of experimental group during 10 sessions of 60 minutes. After finishing the educational program, both group took posttest. The obtained results of data analysis, using covariance analysis, showed that education based on Pygmalion effect for teachers affect students’ self-efficacy as well as their academic engagement. It can be concluded that teaching such effect in the beginning of teachers training session could lead to more self-efficient and academically engaged generation