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Given the importance of teacher beliefs in shaping classroom behavior, this study set out to examine the levels of Teacher-Self-Efficacy among preschool 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 preschool 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 preschool , 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 preschool teachers filled a questionnaire which had been piloted on three preschool teachers not used in the study. The data was analyzed using descriptive statistics. The findings reveal high self-efficacy levels among preschool 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.
Abstract Teacher efficacy is the belief teachers have in their ability to impact pupils’ learning. Efficacy includes teacher confidence in instructional, management and collaboration skills. The following study addresses teacher efficacy in Early Childhood Pedagogical Skills (PS). Teaching practice with student-teachers at the St Louis College of Education, Early Childhood Department, occur over a nine-month period towards the end of the programme. This study therefore adopted descriptive research methods with interview and questionnaire administration to investigate student-teachers’ efficacy belief in early childhood education in selected public schools in Ashanti Region. The purposive sampling was employed for the study. Respondents constituted 21 student-teachers from St Louis College of Education, Kumasi, Ghana. Preschool through primary three student-teachers participated in pre and post surveys and in a focus group discussion. Analysis revealed strong efficacy across instructional and management aspects of teaching but relatively weaker teacher confidence in assisting families to support their children’s success. Findings also suggest that early childhood student-teachers in this PS believe it is their responsibility to nurture strong self-efficacy among their pupils. Keywords: Early childhood education; student-teacher, self-efficacy, teaching practice, Ghana 1
Asian Research Journal of Arts & Social Sciences
Strategies for Enhancing Teachers’ Self-efficacy in Secondary Schools2014 •
This study explored demographic and contextual predictors of Personal Teacher Efficacy and the extent to which they determine teachers' choice of either traditional or innovative teaching techniques. The study was conducted among a convenient sample of 80 primary school teachers (70.9% female and 29.1% male) attending a degree program at Kenyatta University in Mombasa campus, Coast Province, Kenya. Data were collected through a self-report questionnaire adapted from the Teachers' Sense of Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001) and the Mentor Support Scale (Capa & Loadman, 2004). A series of multiple regression analyses was done on data collected. Teacher efficacy was found to vary by gender, length of teaching and subject taught. Demographic characteristics did not influence the choice of teaching techniques. Verbal persuasion and mastery predicted personal teacher efficacy. Mastery significantly predicted use of innovative techniques in teaching. Personal teacher...
International Journal of Evaluation and Research in Education (IJERE)
The relationship between preschool teachers' self-efficacy beliefs and their teaching attitudesThis study examined the relationship between preschool teachers' selfefficacy beliefs and their teaching attitudes. In the study, it was considered whether preschool teachers' self-efficacy beliefs and their teaching attitudes change in terms of certain variables. The research was carried out using a correlational survey model. The target population of the study is the preschool teachers working in Küçükçekmece district, İstanbul Province, in the 2017-2018 academic year. The working group consists of 264 preschool teachers working at the schools in said district. The following assessment instruments were used in the research: "Personal Information Form," "Preschool Teachers' Self-efficacy Beliefs Scale," to identify preschool teachers' self-efficacy beliefs and 'Preschool Teachers' Teaching Attitudes Scale' to determine the teachers' attitudes. The obtained data were analyzed using Pearson multiplication moment correlation analysis, and Regression analysis was performed to determine the level of self-efficacy beliefs of preschool teachers affecting teaching attitudes. Preschool teachers were found to have full self-efficacy beliefs in the teaching-learning process, communication skills, planning, and regulation of learning environments and classroom management, and firm self-efficacy beliefs in family participation. Teachers' attitudes of preschool teachers were found to be democratic at the highest level, followed by autocratic and laissez-faire at the lowest level. As a result of the regression analysis made to determine the level of the effect of self-efficacy beliefs of preschool teachers on their teaching attitudes, the learning and teaching process positively predicts democratic teaching attitudes and negatively predicts laissez-faire attitudes.
Developing Country Studies
Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghana2015 •
International Journal of Instruction
Exploring in-Service Teachers’ Self-Efficacy in the Kindergarten Classrooms in Ghana2018 •
This study examined and compared science teacher efficacy beliefs of elementary pre-service teachers in Kenya and U.S.A. by surveying 168 Kenyan and 189 US Pre-service teachers through a cross-sectional survey research design. Data were collected using STEBI-B scale, an inventory developed by by Enochs and Riggs (1990), with a reported Cronbach's Alpha coefficients as 0.90 and 0.76 for Personal Science Teacher Efficacy (PSTE) and Science Teacher Outcome Expectancy (STOE), respectively. Data were analysed both descriptively (means and standard deviations) and inferentially using a 2 x 2 factorial MANOVA. The dependent variables were PSTE and STOE scores. The independent variables were participant gender and country of origin. Results indicate a significant interaction between gender and country. There was a significant main effect for country but not for gender. With a significant MANOVA, follow-up univariate ANOVA tests indicated a statistically significant difference in the PSTE with USA scoring higher on average and a significant difference in the STOE score with Kenya scoring higher. Implications for teacher education programs are discussed.
The aim of this research is to examine the extent of pre-service preschool teachers' self-efficacy beliefs and elicit the relationship between their sub-dimensions of life goals, and various variables. For this purpose, data were collected from a total of 465 university students. The data on the dependent variables were obtained using Life Goal Scale. The data on the independent variables were obtained using the Preschool Teachers Self-Efficacy Beliefs Scale. The study employed one of the general survey models, the relational survey model. The participant teachers' self-efficacy beliefs and life goals are analysed according to some variables and the relationships between them are investigated. In the analysis of data, the Simple Linear Regression Analysis was used. According to the research findings, it was found that the relation between teachers' self-efficacy beliefs and personal development and social responsibility sub-dimensions of Life Goals Scale was significant at p < 0.05.
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