Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement

Francis Kwame Sam,Frederick Kwaku Sarfo,Daniel Konin,Francis Amankwah

doi:10.4314/gjds.v12i1-2.2

Abstract

The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level. Keywords : Teachers’ Self-efficacy beliefs, Gender, Instructional Strategies, Classroom Management, Student Engagement

Highlights

Throughout the world, it appears that there is general consensus among educators and researchers about the fundamental role that teachers play in teaching and learning process
The sample consisted of 450 teachers, 18% of the senior high school teachers in Kumasi Metropolis was selected through the use of simple random sampling
The fact teachers’ self-efficacy belief was found to be high indicated that they had a strong belief that adequate knowledge and skills of effective teaching behaviours with respect to instructional strategies, classroom management and student engagement

Summary

Introduction

Throughout the world, it appears that there is general consensus among educators and researchers about the fundamental role that teachers play in teaching and learning process. Both theoretical and empirical studies have considered the importance of teachers in ensuring effective and efficient teaching and learning (Gurbuzturk & Sad, 2009; Nejati, Hassani, & Sahrapour, 2014; Shaukat & Iqbal, 2012; Tschannen-Moran & Woolfolk Hoy, 2001). One major reason that influences the progress of any educational system is by employing highly qualified teachers. These qualified teachers must possess some distinct qualities, and having high self-efficacy is one of them (Caprara, Barbaranelli, Steca & Malone, 2006). In the opinion of Bandura (1977:53), “people’s beliefs in their efficacy affect almost everything they do: how they think, motivate themselves, and behave.”

Methods

Results

Discussion

Conclusion