Influence of school category on teachers’ self-efficacy and its domains in selected secondary schools

Abstract

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.

The Influence of Teacher Efficacy on Education Quality: A Meta-Analysis

“…Individuals with high self-efficacy will show enthusiasm and strong self-confidence. Self-efficacy will determine the type of effort made to solve problems or select tasks and how long it can deal with unwanted obstacles (Malagsic et al, 2021;Odanga & Aloka, 2022). Self-efficacy makes people with various unpleasant situations by encouraging them to believe that they can be strong (Bustami et al, 2022;Nurcahyani et al, 2022).…”