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Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ self-efficacy beliefs: The relationship between gender and instructional strategies, classroom management and student engagement.. Ghana Journal of Development Studies, 12,
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.
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.
Sam, F. K., Konin, D., Amankwah, F. & Oti, D. A. (2015). The influence of demographic variables on self-efficacy beliefs of senior high school teachers in Kumasi metropolis.. African Journal of Interdisciplinary Studies, 8,
Abstract
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self-efficacy beliefs. Moreover, regression analysis conducted shown that the five demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time.
