Teacher Efficacy in Rural Zimbabwe

Abstract

The need to address contextual variables, such as cultural bias and cultural norms, is a common challenge for researchers in international education. This article highlights societal conditions and cultural issues that could have impacted teacher efficacy data in Zimbabwe, a country known for its ongoing economic crisis, political repression, and societal instability. In light of the country's circumstances, it is likely that Zimbabwean teachers' efficacy (i.e. their self-confidence in their ability to produce positive student outcomes) is diminished. The 23 educators in this study were from nine impoverished rural schools where there are few opportunities for professional growth. During July of 2006, they completed the 24-item Ohio State Teacher Efficacy Scale (OSTES) at the beginning of a professional development workshop. The data were analysed to ascertain whether these educators had faith in their abilities to expect good results from their efforts. The results of this study suggest that the teachers possessed high levels of teacher efficacy. These results are interpreted in light of potential cultural differences in the construct of teacher efficacy.