Teachers’ Self-efficacy and Implementation of the Ghanaian Language and Culture Curriculum

Bassah, Margaret Gifty

doi:10.24940/ijird/2021/v10/i8/aug21033

Cited by 3 publications

(5 citation statements)

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“…Teachers with a low sense of teaching efficacy, for example, can be identified (through the use of the modified TSES) for appropriate intervention to be rolled out for them to improve their level of efficacy. This call is necessary since teachers' sense of efficacy is strongly associated with the exactness of curriculum implementation, attitude towards teaching, and general classroom practices (Bassah, 2021). Future studies which intend to use "teachers" sense of efficacy' as a variable can make use of this modified TSES to measure the efficacy of teaching.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Teachers' affective‐related factors such as self‐efficacy significantly affect their classroom instructional practices (e.g., Abu‐tineh et al, 2011; Liu & Hallinger, 2018; Putman, 2012). Previous investigators have concluded that teachers' self‐efficacy beliefs predict curriculum implementation (e.g., Bassah, 2021; Fullan et al, 1994; Marsh, 1997; Smith, 1996; Snyder et al, 1992). Teachers' sense of efficacy construct has been widely studied by educational researchers over the past several decades.…”

Section: Introductionmentioning

confidence: 99%

“…In Ghana, for instance, several studies have adapted and used the TSES to investigate efficacy beliefs in the implementation of the various educational and curriculum reforms in the country to ascertain in‐service teachers' (i.e., practicing teachers) teaching efficacy (see Agormedah, Ankomah, et al, 2022; Arko, 2021; Bassah, 2021; Boateng & Sekyere, 2018; Cobbold & Boateng, 2015, 2016; Ntarmah, 2019; Ntarmah et al, 2019; Yidana & Ntarmah, 2016). However, to date, very little is known about the psychometric properties of the TSES in Ghana.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Quansah,

Agormedah,

Ankomah

et al. 2024

Psychology in the Schools

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Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between‐item and within‐item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well‐fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context. Rather, a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy. The practical implications of the findings are discussed.

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Section: Practical Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Quansah,

Agormedah,

Ankomah

et al. 2024

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Educational reforms often involve the introduction of a new curriculum (Bassah, 2020;Mahama, 2022;Ndomondo, Mbise, & Katabaro, 2022;Agormedah et al, 2023), and teachers' beliefs about the new curriculum could either make or mar the extent to which they are willing or able to modify or adjust their teaching practices to adopt the new ideas and practices in the new curriculum (Wyatt, 2020;Shaiegy & Abdelrahman, 2021;Agbofa et al, 2023). This could be very difficult because Fullan (2011) argued that due to issues involving educational values, level of knowledge, and experience, it is not always easy for teachers to change their previous beliefs, perhaps due to the relative ease of implementation or familiarity with the mode of delivery.…”

Section: Background To the Studymentioning

confidence: 99%

Ghanaian Esl Teachers’ Beliefs and Implementation of the Core Competencies of Ghana’s New English Language Curriculum

Appiah,

Owusu

2023

EJALS

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Teachers play a pivotal role in the implementation of the Standard Based Curriculum (SBC) at the basic school level in Ghana. Scholars and educationists disagree over what comprises ESL instructors' beliefs, how ESL teachers' beliefs influence SBC implementation, and how teachers' beliefs differ by gender. Hence, this study conducted an in-depth investigation into the influence of ESL teachers’ beliefs on the development of pupils’ core competencies in the SBC and its gender implications. The study was guided by three research objectives and questions. A sequential explanatory mixed-methods research design was adopted. A multistage sampling technique was used to select 100 participants for the study. A questionnaire, a structured interview guide, and observation were adopted as research instruments for data collection. Findings of the study revealed that ESL teachers have varied beliefs about the development of core competencies. While some beliefs are positive, such as the need for skill and effectiveness in teaching, others are negative, such as the difficulty in developing digital literacy, classrooms that are frequently too large, additional training that should be provided, and teaching and Learning Materials (TLM) that are severely lacking. It was discovered that there are gender differences in how ESL teachers implement core competencies in the classroom. One major implication of the study is that the government and GES should increase collaboration and support for teachers through regular and effective training on various segments of the curriculum and ensure that resources are adequately provided for their use. Article visualizations:<img src="/-counters-/soc/0056/a.php" alt="Hit counter" />

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“…Boakye (2021) studied the association between emotional intelligence and the socioeconomic status of Ashesi University College Students and came out with the finding that there was no significant association between the socioeconomic status of students and their level of emotional intelligence. Bassah (2020), on the other hand, looked at teachers' self-efficacy beliefs and Ghanaian language curriculum implementation in senior high schools in the North-South Dayi District of the Volta Region. The author revealed that Ewe teachers exhibited a high sense of efficacy in implementing the Ghanaian language and Culture curriculum.…”

Section: Introductionmentioning

confidence: 99%

Effect of Emotional Intelligence on Economic Teachers’ Self-Efficacy: The Moderating Role of Background Characteristics

Yaw Sekyi Acquah,

Dziedzorm Agbo

2024

EAJESS

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The study examined the moderating role of teacher background characteristics on the influence of emotional intelligence on the self-efficacy of Economics teachers in senior high schools. The model testing correlational research design was employed for the study. Eighty-eight (88) senior high school economics teachers participated in the study, from an initial accessible population of 300. The General Self-Efficacy scale developed by Schwarzer and Jerusalem (1995) and the Quick Emotional Intelligence Self-Assessment scale developed by Mohapel (2015) were adapted to measure economics teachers' self-efficacy and emotional intelligence, respectively. The reliability and validity of the instruments were established using Cronbach's alpha, composite reliability and convergent validity. Smart-PLS (Partial Least Square modelling) was used to estimate the model to establish the relationship among teachers' background characteristics, emotional intelligence and self-efficacy. The study revealed that senior high school economics teachers' marital status, gender and teaching experience affected their emotional intelligence and self-efficacy in teaching economics. Economics teachers' emotional intelligence affected their self-efficacy. However, teachers' marital status, gender and teaching experience did not moderate the effect of emotional intelligence on the self-efficacy of economics teachers. It is recommended that training interventions by the Ghana Education Service, Continuous Professional Development service providers and other educational stakeholders be channeled towards improving self-concepts, especially emotional intelligence and teachers' self-efficacy. Training for teachers on emotional intelligence and self-efficacy should be targeted based on their gender, marital status and teaching experience, as they differed significantly on these self-concepts in terms of these background characteristics.

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Teachers’ Self-efficacy and Implementation of the Ghanaian Language and Culture Curriculum

Cited by 3 publications

References 22 publications

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Ghanaian Esl Teachers’ Beliefs and Implementation of the Core Competencies of Ghana’s New English Language Curriculum

Effect of Emotional Intelligence on Economic Teachers’ Self-Efficacy: The Moderating Role of Background Characteristics

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