Teacher Self-Efficacy as a Correlate of Academic Achievement Among Grade Seven Learners in Botswana.

Abstract

Primary school academic achievement forms the foundation for societal progress and individual development of cognitive, emotional, and social competencies. However, in Botswana’s Kweneng Region, Primary School Leaving Examination (PLSE) scores have declined from 2018-2022. This is despite government interventions and stakeholder efforts to raise educational standards. While psychological predictors of academic achievement have been studied in Western countries, little research has been done in Botswana on how teacher self-efficacy and task motivation impact student performance. Therefore, this study aimed to investigate the correlation between teacher self-efficacy and the academic performance among grade seven learners. The study adopted a descriptive correlational design. A sample of 190 teachers were randomly selected from a core of 293 grade seven teachers in Kweneng region. Data collection was by filling questionnaires. The Teacher Self-Efficacy Scale was used to measure academic achievement whereas, academic achievement was measured using performance records. Bivariate correlational analyses established a significant weak but positive correlation between teacher self-efficacy and students’ academic achievement, r (198) = .20 p < .01. The findings of the study have key implications to practice, especially on teacher training to bolster teacher self-efficacy through professional development programs