Teachers’ self-Efficacy as a Predictor of Students’ Motivation to Learn Among Secondary School Students in Laikipia County, Kenya

Abstract

This study investigated the influence of teachers' self-efficacy beliefs on students' motivation to learn secondary school mathematics in Laikipia County, Kenya. The study was guided by Keller's ARCS model of motivation. Descriptive research design was employed in the study. The target population was all 8357 Form Four students in the County. A sample of 412 respondents comprising of 392 students and 20 mathematics teachers from the sample classes was selected for the study. Simple random sampling was used to select participating schools, sample classes and students. A self-administered questionnaire was used for data collection. Cronbach's alpha was used to estimate the reliability of research instruments. Data was analyzed using Pearson's correlation coefficient and simple regression analysis at.05 level. The findings indicated that teachers' self-efficacy beliefs contributed significantly to students' motivation to learn. The study concludes that teachers' efficacy beliefs play an important part in developing students' motivation to learn mathematics among secondary school students.