Influence of school category on teachers’ self-efficacy and its domains in selected secondary schools
Teachers’ self-efficacy remains one of the most important constructs that determine their delivery and competence in schools. In Kenya, it has been reported, that there is low teachers’ self-efficacy, however, no analytic attention had been paid to the influence of school category. The study examined the influence of school category on teachers’ self-efficacy in Kenyan secondary schools. The study used Concurrent Embedded Design. The sample size comprised 327 teachers, obtained using stratified sampling technique. The Teacher Self-Efficacy Scale and an interview schedule were used to collect data. The reliability of teachers’ self-efficacy was ascertained by using Cronbach’s alpha and a reliability coefficient of 0.992 was obtained. Quantitative data was analyzed using Multivariate Analysis of Variance, while qualitative data was analyzed thematically. The results indicated that the influence of school category on teachers’ self-efficacy was significant, Wilk’s λ (2, 324)=0.893, p=0.000. Furthermore, the results show that the influences of school category on teachers’ self-efficacy in student engagement, F (2, 324)=11.498, p=.000, instructional strategy, F (2, 324)=8.432, p=.000, and classroom management, F (2, 324)=10.173, p=.000, were all statistically significant. The study recommends that Teachers’ Service Commission should organize mentorship programs for teachers to boost their self-efficacies.
Ackerman, C. E. (2020). What is self-efficacy theory in psychology? Available at: https://positivepsychology.com/self-efficacy/
Bandura, A.; Ramachaudran, V. S. (Ed.) (1994). Self-efficacy. Encyclopedia of human behavior. Vol. 4. New York: Academic Press, 71–81.
Barni, D., Danioni, F., Benevene, P. (2019). Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in Psychology, 10. doi: http://doi.org/10.3389/fpsyg.2019.01645
Caprara, G. V., Barbaranelli, C., Steca, P., Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44 (6), 473–490. doi: http://doi.org/10.1016/j.jsp.2006.09.001
Jungert, T., Östergren, R., Houlfort, N., Koestner, R. (2019). The impact of support on growth in teacher-efficacy: a cross-cultural study. International Journal of Educational Management, 33 (4), 753–767. doi: http://doi.org/10.1108/ijem-08-2017-0195
Klassen, R. M., Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. doi: http://doi.org/10.1016/j.edurev.2014.06.001
Cheng, L., Cui, Y., Chen, Q., Ye, Y., Liu, Y., Zhang, F. et. al. (2020). Paediatric nurses’ general self-efficacy, perceived organizational support and perceived professional benefits from Class A tertiary hospitals in Jilin province of China: the mediating effect of nursing practice environment. BMC Health Services Research, 20 (1). doi: http://doi.org/10.1186/s12913-019-4878-3
Tschannen-Moran, M., Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17 (7), 783–805. doi: http://doi.org/10.1016/s0742-051x(01)00036-1
Woolfolk Hoy, A., Davis, H.; Pajares, F., Urdan, T. (Eds.) (2006). Teacher self-efficacy and its influence on the achievement of adolescents. Self-efficacy beliefs of adolescents. Greenwich: Information Age, 117–137.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Yeo, L. S., Ang, R. P., Chong, W. H., Huan, V. S., Quek, C. L. (2008). Teacher Efficacy In the Context of Teaching Low Achieving Students. Current Psychology, 27 (3), 192–204. doi: http://doi.org/10.1007/s12144-008-9034-x
Wolters, C. A., Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99 (1), 181–193. doi: http://doi.org/10.1037/0022-06220.127.116.11
Fackler, S., Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185–195. doi: http://doi.org/10.1016/j.tate.2016.03.002
Klassen, R. M., Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102 (3), 741–756. doi: http://doi.org/10.1037/a0019237
Armour, C. (2012). Teacher self-efficacy, teacher collective efficacy and job satisfaction in small learning communities and small schools: Implications for educational leaders. Electronic Thesis and Dissertations. Atlanta University.
Butucha, K. (2013). Gender and school type differences in self-efficacy in teaching. Sky Journal of Educational Research, 1 (4), 23–31. Available at: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1081.6065&rep=rep1&type=pdf
Jaggernauth, S. J., Jameson-Charles, M. (2015). Initial teacher efficacy of in-service secondary teachers in trinidad and tobago. Caribbean Curriculum, 23, 23–48. Available at: https://journals.sta.uwi.edu/ojs/index.php/cc/article/view/795/706
Chong, W. H., Klassen, R. M., Huan, V. S., Wong, I., Kates, A. D. (2010). The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools. The Journal of Educational Research, 103 (3), 183–190. doi: http://doi.org/10.1080/00220670903382954
Cook, L. D. (2015). Understanding teachers’ efficacy within a Caribbean context. Caribbean Curriculum, 23, 121–141. Available at: https://journals.sta.uwi.edu/ojs/index.php/cc/article/view/799/710
Rangraje, I., van der Merwe, A., Urbani, G. (2005). Efficacy of teachers in a number of selected schools in the KwaZulu-Natal province of South Africa. South African Journal of Education, 25 (1), 38–43. Available at: https://www.ajol.info/index.php/saje/article/view/25013
Conner, T. (2016). Relationships: The Key to Student Engagement. International Journal of Education and Learning, 5 (1), 13–22. doi: http://doi.org/10.14257/ijel.2016.5.1.02
Slutsky, A. (2016). Factors Influencing Teachers’ Technology Self-Efficacy. Gardner-Webb University. Available at: https://digitalcommons.gardner-webb.edu/education_etd/174
Ramakrishnan, R., Salleh, N. M. (2018). Teacher’s self-efficacy: A systematic review. International Journal of Academic Research in Business and Social Sciences, 8 (12), 2379–2402. doi: http://doi.org/10.6007/ijarbss/v8-i12/5448
Lukáčová, V., Fenyvesiová, L., Tirpáková, A., Malá, E. (2018). Teachers’ self-efficacy as a determinant of lesson management quality. Technology, Education, Management, Informatics (TEM) Journal, 7 (3), 662–669. doi: 10.18421/TEM73-25
Dikmenli, Y., Çifçi, T. (2016). Geography teachers’ attitudes and beliefs regarding classroom management. International Journal of Higher Education, 5 (2), 283–291. doi: http://doi.org/10.5430/ijhe.v5n2p283
Lubienski, S. T., Lubienski, C., Crane, C. C. (2008). Achievement differences and school type : The role of school climate, teacher certification, and instruction. American Journal of Education, 115 (1), 97–138. doi: http://doi.org/10.1086/590677
Schoonenboom, J., Johnson, R. B. (2017). How to construct a mixed methods research design. Kolner Zeitschrift fur Soziologie und Sozialpsychologie, 69 (2), 107–131. doi: http://doi.org/10.1007/s11577-017-0454-1
Wisdom, J. Creswell, J. W. (2013). Mixed methods: Integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models. Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication No. 13-0028-EF.
Andrew, S., Halcomb, E. (2009). Mixed Methods Research for Nursing and the Health Sciences. Hoboken: Wiley-Blackwell. doi: http://doi.org/10.1002/9781444316490.ch4
Yu, X., Khazanchi, D. (2017). Using embedded mixed methods in studying is phenomena: risks and practical remedies with an illustration. Information Systems and Quantitative Analysis Faculty Publications. 70. Available at: https://digitalcommons.unomaha.edu/isqafacpub/70
Kroll, T., Neri, M. (2009). Designs for Mixed Methods Research. Mixed Methods Research for Nursing and the Health Sciences. Elsevier – Mosby, 31–49. doi: http://doi.org/10.1002/9781444316490.ch3
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. doi: http://doi.org/10.1016/j.tate.2006.05.003
Nowell, L., Norris, J., White, D., Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16 (1). doi: http://doi.org/10.1177/1609406917733847
Howell, D. (2002). Statistical methods for social psychology. Duxbury: Pacific Grove: Duxbury/Thomson Learning.
Pendergast, D., Garvis, S., Keogh, J. (2011). Pre-Service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36 (12), 46–57. doi: http://doi.org/10.14221/ajte.2011v36n12.6
Yu, G. (2007). Research evidence of school effectiveness in sub-Saharan Africa. Education Quality in Low Income Countries Research Programme Consortium (EdQual RPC). EdQual Working Paper no. 7. http://www.edqual.org/publications/workingpaper/edqualwp7.pdf/at_download/file.pdf
Xu, Z., Özek, U., Corritore, M. (2012). Portability of teacher effectiveness across school settings. Working Paper 77. National Center for the Analysis of Longitudinal Data in Education Research. http://www.caldercenter.org/sites/default/files/wp77.pdf
👁 193 ⬇ 146
Copyright (c) 2022 Peter Jairo Odhiambo Aloka, Sylvester Jokim Otieno Odanga
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.