Exploring in-Service Teachers’ Self-Efficacy in the Kindergarten Classrooms in Ghana

Boateng, Philip; Sekyere, Frank Owusu

doi:10.12973/iji.2018.11117a

Cited by 9 publications

(9 citation statements)

References 21 publications

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“…Thus, providing trainee teachers with leadership training and preparation before they actually join the teaching profession will help in the process of teachers' retention. The results of this study are in line with the results of previous studies such as Rinke, 2011& Donaldson et al, 2008 Researchers have demonstrated growing interests in pedagogical approaches/practices, creativity and self-efficacy (Rubenstein et al, 2018;Boateng & Sekyere, 2018;Parylo, Sungu, & Ilgan, 2015;Dundar, 2015;Hardy, Spendlove & Shortt, 2015;Capan, 2014;). There is evidence in the literature that trainee teachers maintain good level of selfefficacy for their pedagogical practices.…”

Section: Literature Reviewsupporting

confidence: 91%

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Ismail¹,

Jarrah²

2019

INT J INSTRUCTION

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The issue of preparing qualified and motivated teachers equipped with all the essential pedagogical and content knowledge and language proficiency has recently become a top priority in many countries, including the United Arab Emirates (UAE). The main aim of the present study is to investigate the impact of teaching practice on pre-service teachers' perceptions of their pedagogical preferences, teaching competence and motivation for choosing teaching as a future career. The study employed both quantitative and qualitative methods in order to have a better understanding of the phenomenon. A five Likert scale questionnaire and a focus group interview were used to collect the necessary data. The questionnaire was distributed and collected from 30 senior prospective female teachers in both elementary and early childhood education programs in a university in the UAE, while the interviews were conducted with only 12 volunteered student teachers. The study's results revealed positive views about the two groups' pedagogical preferences, teaching competence and motivation. Many of the statistically significant results were in favour of the elementary group. Overall, a considerable number of results revealed that prospective teachers view teaching practice experience to have an impact on their pedagogical preferences, teaching competence and motivation. The study concluded with some implications and/or recommendations for future research.

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Section: Literature Reviewsupporting

confidence: 91%

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Ismail¹,

Jarrah²

2019

INT J INSTRUCTION

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“…It was revealed that generally, teachers scored the highest on the student engagement aspect, followed by the classroom management aspect and the lowest being instructional strategies. Boateng and Sekyere [30] explored the effectiveness beliefs of in-service teachers in engaging with pupils and concluded that kindergarten teachers in the Kumasi Metropolis of Ghana have high efficacy beliefs in pupils' engagement. Klassen and Chiu [60] rather found practising teachers to have scored relatively high in their classroom management self-efficacy (M � 7.56), followed closely by instructional strategies self-efficacy (M � 7.55) and student engagement self-efficacy (M � 6.87).…”

Section: Mastery Experiencementioning

confidence: 99%

“…Boateng and Sekyere [30], Cobbold and Boateng [31], and Siaw-Marfo [32] were among the numerous scholars who studied the self-efficacy of teachers. eir studies were based on some of the constructs in the teacher efficacy model developed by Tschannen-Moran and Hoy [33] without considering all the elements in the model at a go.…”

Section: Introductionmentioning

confidence: 99%

“…eir studies were based on some of the constructs in the teacher efficacy model developed by Tschannen-Moran and Hoy [33] without considering all the elements in the model at a go. Cobbold and Boateng [31,34] considered instructional strategies and classroom management in separate studies, while Boateng and Sekyere [30] also concentrated on student engagement. Even though there have been studies on teachers' self-efficacy in numerous subject areas, the uniqueness of cost accounting, such as the underlying assumptions, techniques employed for analysis, presentation formats, and the consequential teaching strategies and plans, makes it impossible to adapt such findings.…”

Section: Introductionmentioning

confidence: 99%

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Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

Kwarteng

Sappor

2021

Education Research International

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The study examined preservice teachers’ self-efficacy in teaching cost accounting at the pretertiary level. It employed the descriptive cross-sectional survey design involving final year preservice accounting teachers at the University of Cape Coast. An adapted questionnaire referred to as Teacher Self-Efficacy and Mastery Experience Scale (TSEMES) was used to gather relevant data complemented by the academic records of the respondents to address the problem. The return rate of the instrument was 93%. Descriptive (frequencies, percentages, means, and standard deviation) and inferential statistics (simple linear regression) were used to analyse the data. The study found out that preservice accounting teachers were highly efficacious in classroom management compared to student engagement and instructional practices. Also, mastery experience had a positive influence on preservice accounting teachers’ self-efficacy in teaching cost accounting. Therefore, it was recommended that accounting teacher educators pay more attention to competencies related to instructional strategies and student engagement by engaging more with the preservice accounting teachers in these areas. In the deployment of teachers, the Ghana Education Service should prioritise preservice accounting teachers with higher academic achievement.

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“…Second, the study relied on self-perceived measures to assess personal scientific International Journal of Instruction, July 2022 • Vol.15, No.3 teaching efficacy as well as subject-specific self-efficacy, which may not adequately assess their science teaching efficacy. Self-reported data may not always provide an accurate snapshot of teacher's actual beliefs (Boateng & Sekyere, 2018). As this study was exploratory in nature, further studies may be done utilizing qualitative or even experimental methods.…”

Section: Discussionmentioning

confidence: 99%

A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy

Walag¹,

Fajardo²,

Bacarrisas³

et al. 2022

INT J INSTRUCTION

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Science teacher's self-efficacy has been at the center of many investigations on students' achievement in science, teacher burnout, and teacher performance. While overly studied, this construct has not been examined with scientific literacy in depth. Thus, this study aims to identify the influence of science teacher's scientific literacy on their science teaching efficacy through a canonical correlation analysis. The study utilized an explanatory-correlational research design to unravel the correlation between scientific literacy and science teaching efficacy. It was found out that scientific literacy was correlated with science teaching efficacy. Further the study revealed that Science, Technology, and Society (STS) and content knowledge in earth science, life science, and health science were positively associated with science teachers' self-efficacy in biology, chemistry, and physics. On the other hand, knowledge in physics and Nature of Science (NOS) were not associated as highlighted in the literature. This suggests that a science teacher's content knowledge in specific sciences predicts their efficacy in teaching science. More so, the teacher's knowledge of how science and technology affect society and how society directs science and technology shapes their confidence to teach science. This implies that practical and observable science allows teachers to demonstrate science concepts to their students effectively.

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Exploring in-Service Teachers’ Self-Efficacy in the Kindergarten Classrooms in Ghana

Cited by 9 publications

References 21 publications

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Preservice Teachers’ Self-Efficacy in Teaching Cost Accounting

A Canonical Correlation Analysis of Filipino Science Teachers' Scientific Literacy and Science Teaching Efficacy

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