Abstract
Findings of extant research studies have consistently demonstrated that teachers’ sense of efficacy is a significant predictor of their performance. While various factors such as mastery experience, vicarious experience, social persuasion and affective states are presented as sources for the development of teachers’ sense of efficacy, other variables such as principals’ transformational leadership practices, continuous professional development programs have equally been identified as effective means to enhancing teachers’ sense of efficacy. However, what is less studied and very much less researched is the impact of teachers’ demographic factors on teachers’ sense of efficacy. This study examined the relationship between demographic factors such as gender, academic qualification and experience and tutors’ sense of efficacy in the University Colleges of Education in Ghana. Using responses from 434 tutors, the study used independent sample test ( t-test ) and analysis of variance (ANOVA) to examine this relationship. Results indicate that demographic factors such as gender and qualification accounted for variations in tutors’ sense of efficacies in student engagement, instructional strategies and classroom management. Keywords : perceived self-efficacy; teachers’ sense of efficacy; demographic factors: gender, academic qualification, and length of experience. DOI : 10.7176/JEP/10-36-14 Publication date: December 31 st 2019
Highlights
Teachers’ sense of efficacy is often used in relation to beliefs in their ability to organise instructional materials in ways that lead to overall student learning
Compelling evidence in empirical research studies consistently show that teachers’ sense of efficacy is a significant predictor of their performance (Goddard and Goddard, 2001; Goddard, 2002; Goddard et al, 2004; Tschannen-Moran and Woolfolk Hoy, 2007; Ross and Bruce, 2007; Klassen and Chiu, 2010; Versland and Erickson, 2017). Many of these studies affirm Bandura’s (1997) theory that teachers’ sense of efficacy is related to the goals they set, the efforts they invest in teaching, their persistence and resilience in the face of setbacks
Vicarious experience, social persuasion and affective states have been identified as the sources for the development of this efficacy construct, other factors such as teacher professional development and principals’ transformational leadership practices among other have been identified as accounting for variations in teachers’ sense of efficacy
Summary
Teachers’ sense of efficacy is often used in relation to beliefs in their ability to organise instructional materials in ways that lead to overall student learning. 3. Purpose of the study and Research Question The study examines the extent to which demographic factors such as gender, academic qualification and years of experience impact on variations in tutors’ sense of efficacies in student engagement, instructional strategies and classroom management in the University Colleges of Education in Ghana. Purpose of the study and Research Question The study examines the extent to which demographic factors such as gender, academic qualification and years of experience impact on variations in tutors’ sense of efficacies in student engagement, instructional strategies and classroom management in the University Colleges of Education in Ghana It seeks to first of all, ascertain tutors’ assessments of their own self-efficacy beliefs, and secondly, to examine the extent to which these efficacy beliefs are influenced by gender, qualification and experience. An estimated representative sample size of 629 tutors from 15 selected colleges in the four regions was anticipated for the study
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