Effectiveness of Pygmalion Effectbased Education of Teachers on the Students’ Selfefficacy and Academic Engagement

The current study was conducted to determine the effectiveness of Pygmalion effectbased education of teachers on the students’ selfefficacy and academic engagement. The study is quasiexperimental (pretestposttest with control group). The statistical population of this study includes all students of first and second grades of high schools in Semnan in 20182019Thirty students were selected through multilevel cluster sampling method and after filling the written consent out, they answered General Sherer Selfefficacy questionnaire as well as Academic Engagement Questionnaire of Schaufeli et al. The experimental intervention (education based on Pygmalion effect) was only implemented for the teachers of the experimental group during 10 sessions of 60 minutes. After finishing the educational program, both groups took posttest. The obtained results of data analysis, using covariance analysis, showed that education based on Pygmalion effect for teachers affect students’ selfefficacy as well as their academic engagement. It can be concluded that teaching Pygmalion effectbasedto teachers training session could lead to more selfefficient and academically engaged generation.