The study investigated the influence of gender on teachers' self-efficacy in public secondary schools of Kisumu County, Kenya. Bandura's (1989) Social Cognitive Theory guided the study. The study employed the mixed methods approach within which a concurrent triangulation design was used. The target population was 1790 teachers in 143 public secondary schools from which a sample size of 327 teachers was drawn using stratified random sampling. Questionnaires and interview schedule were used to collect data. Piloting helped to clarify the test items, determine construct validity (r = 0.564 for items expected to have similar responses and r = -0.325 for items expected to have different responses) and establish internal reliability (Cronbach's = 0.9976). Two experts in Educational Psychology established face validity of the data collection instruments. Qualitative data was transcribed verbatim and analyzed thematically while quantitative data was analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). The MANOVA results revealed that there was no statistically significant influence of gender on teachers' self-efficacy, but the qualitative results revealed that gender had an influence on self-efficacy of teachers in co-educational and Boys' schools. The study recommended that teacher counsellors be empowered to counsel female teachers on the challenges of teaching in co-educational and Boys' schools.

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Aim: To determine strategies for enhancing self-efficacy among secondary school teachers. Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 12 teachers was drawn using strategic sampling. Study Design: A mixed method approach and a concurrent triangulation design were adopted. Place and Duration of Study: Teachers in public secondary schools in Kisumu County, Kenya, between June 2016 and September 2016. Methodology: Interview schedule was used to collect qualitative data. Interview schedule was piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically. Conclusion: The qualitative findings revealed that better remuneration, improvement in working conditions, capacity-building programs and facilitative style of leadership were effective strategies in enhancing teachers' self-efficacy.