Influence of Birth-Order and Socioeconomic Status on Self-Efficacy Among Pre-Service Teachers in Manipur

Abstract

This study aimed to investigate the influence of birth order and socioeconomic status (SES) on self-efficacy among pre-service teachers in Manipur, India, to determine whether these factors significantly predict differences in self-efficacy domains (student engagement, instructional practices, and classroom management). A comparative statistical analysis was conducted using descriptive statistics, independent samples t-tests, ANCOVA (controlling for SES), multiple regression (testing SES × birth order interaction), and the Mann-Whitney U test. The sample consisted of 306 pre-service teachers, with self-efficacy measured through standardized scales. No significant differences in self-efficacy were found between first-born and later-born individuals across all domains (p > 0.05, Cohen’s d < 0.07). However, SES showed a small but statistically significant effect (p < 0.05). The interaction between SES and birth order was non-significant (p > 0.45), indicating that birth order did not moderate the relationship between SES and self-efficacy. Birth order does not appear to influence self-efficacy in this population, whereas SES plays a more substantial role. These findings suggest that interventions aimed at enhancing self-efficacy among pre-service teachers should prioritize addressing socioeconomic disparities rather than birth order dynamics. The study aligns with broader research questioning the robustness of birth order effects (Harris, 1998; Rohrer et al., 2015) and reinforces SES as a key predictor of psychological outcomes (Sirin, 2005).