LEVELS OF TEACHER SELF-EFFICACY AMONG PRE-SCHOOL TEACHERS IN NAIROBI AND KIAMBU COUNTIES, KENYA

Muya F. Kihoro, Grace Wangari Bunyi

Abstract


Given the importance of teacher beliefs in shaping classroom behavior, this study set out to examine the levels of Teacher-Self-Efficacy among pre-school teachers in Nairobi and Kiambu counties Kenya. It was grounded on the self-efficacy theory by Bandura which focuses on teacher self-beliefs. The study adopted a descriptive survey method for data collection. The target population was 8211 pre-school teachers in Nairobi and Kiambu counties. The sampling frame was the 2751 pre-schools in Nairobi and Kiambu counties which were clustered into sub counties and stratified random sampling was used to get ten sub counties. From each sub county, twenty pre-schools were randomly sampled with proportionate allocation from both public and private pre-schools. From each pre-school, one teacher was randomly sampled for inclusion in the study. Data was collected using a modified Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolfolk-Hoy in 2001. One hundred and ninety-four pre-school teachers filled a questionnaire which had been piloted on three pre-school teachers not used in the study. The data was analyzed using descriptive statistics. The findings reveal high self-efficacy levels among pre-school teachers in Nairobi and Kiambu counties. It is envisaged that the findings from this study may inform policy at National Centre for Early Childhood Education (NACECE) and District Centres for Early Childhood Education (DICECE) in order to increase the levels of Teacher Self-Efficacy. The researcher recommends TSE scores should be used as a basis for hiring preschool teachers.

 

Article visualizations:

Hit counter

DOI

Keywords


pre-school, pre-school teachers, self-efficacy, teacher effectiveness, teacher self-efficacy, teacher training

References


Allinder, R.M (1994) The Relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191–215.

Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257−272.

Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.

Daniels, R. (1992) preschool music education in four southern states: survey and recommendations. Update. Applications of research in music education, 10, 16-19

Deemer, S.A. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90

Fang, Z. (1996b). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65.

Garvis, S (2013) Arts Learning in Australian Kindergartens: One Case Study Exploring the Scaffolding of Domain Specific Knowledge The International Journal of Early Childhood Learning Volume 19, 2013, thelearner.com, ISSN 2327-7939

Glickman C.D. & Tamashiro R.T. (2006) A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. DOI: 10.1002/1520-6807(198210)19:4<558: AID-PITS2310190426>3.0.CO;2-F

Guskey, T.R., (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32,44-51

Hoy, W. A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A Comparison of four measures. Teaching and Teacher Education, 21, 343-356.

Kocabas E.O. & Ozeke S. (2012) using music and musical activities in special education: developments in Turkey. International online journal of primary education, 2012, vol 1, issue 1p 86-92

Muya, F.K. (2016). Levels of teacher self-efficacy and use of music activities among preschool children in Nairobi and Kiambu counties, Kenya. Unpublished Doctoral Thesis, Kenyatta University.

Okongo, B.C.O. (2007) Promoting Child Development through Music: A Comparison of Preschool Teachers Perspectives in Kenya and United States. Unpublished B.A/M.Ed Thesis. Nairobi, Kenyatta University and Wichita, Wichita University.

Pendergast, D., Garvis, S. & Keogh, J. (2011). Pre-service student teachers self-efficacy beliefs: an insight into the making of teachers. Australian journal of teachers education,36 (12)article 4

Scharlach, T. D. (2008). These kids just aren’t motivated to read: The influence of preservice teachers’ beliefs on their expectations, instruction, and evaluation of struggling readers. Literacy Research and Instruction, 47, 158-173.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783–805

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher education, 23(6), 944-956

Vartuli, S. (2005). Research in review: Beliefs: The heart of teaching. Young Children, 60 (5), 76 – 86.

Vannatta-Hall, J.E., (2010) Music education in Early Childhood Teacher education: the impact of a methods course on Pre-service teachers perceived confidence and competence to teach music. Doctoral thesis, University of Illinois at Urbana-Champagne.

Walker, R.J. (2008) Twelve Characteristics of an Effective Teacher. www.files.eric.ed.gov/fulltext/EJ815372.pdf. Accessed 25th July 2014

Walls, R.T, Nardi, A.H, Minden A.M. & Hoffman, N (2002). The Characteristics of Effective and Ineffective teachers. Teacher Education Quarterly, winter 2002, 39-48




DOI: http://dx.doi.org/10.46827/ejes.v0i0.521

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Muya F. Kihoro, Grace Wangari Bunyi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).