Influence of Gender on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya (original) (raw)
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Self-Efficacy Among Secondary School Teachers Across Gender and Type of School
INTERNATIONAL JOURNAL OF RESEARCH AND ANALYTICAL REVIEWS, 2024
The present study was an attempt to investigate self efficacy of secondary school teachers in relation to gender and type of school. A data was collected randomly from the sample of 200 secondary school teachers of Jammu district using tool Teacher Self Efficacy Scale developed by N. Ashraf and S. Jamal (2021). The results revealed that there exists significant difference in self efficacy of male and female secondary school teachers. Female secondary school teachers found to be better as compared to male secondary school teachers. The results also revealed that there exists significant difference in self efficacy of government and private secondary school teachers. Private secondary school teachers found to be better on self efficacy as compared to government secondary school teachers.
Understanding the gender difference in academic selfefficacy of the secondary schools' students could inform education stakeholders about how best to offer relevant psycho social aimed at facilitating the smooth transition of students from secondary schools to further education and to the world of work. The purpose of this study was to investigate whether there is any relationship between gender and academic self-efficacy of the secondary schools' students in Kenya. The Social Cognitive theory formed the theoretical framework in this study. The test of this ponder comprised of 397 frame four understudies who were drawn from Nairobi County. Purposive, stratified and straightforward sampling procedures were utilized in the choice of the locale, schools and respondents for this study. Questionnaire which was initially piloted to determine their validity and reliability was used to collect data pertaining to academic self-efficacy. The information changed into analyzed qualitatively and quantitatively, guided via way of means of the look at objective. Use frequency and percentage tables to represent data. The study uses a relevant research design, and the Statistical Package for Social Sciences (SPSS) aids inference and descriptive statistical analysis. The hypothesis on the gender difference in academic self-efficacy was tested using independent Sample Test at.05 level of significance. The findings did not prove any significant relationship between academic self-efficacy and gender (=-0.80, df= 367, P>0.05. One of the main meanings and recommendations of the study is that all those interested in education should work together to improve the school and family environment to promote the development of academic self-efficacy for all, regardless of gender.. Further research should longitudinally investigate gender difference in academic self-efficacy across different school subjects, life stages and ages. I.
DESCRIPTIVE STUDY OF TEACHER SELF EFFICACY WITH GENDER PERSPECTIVE IN KINDERGARTEN TEACHERS
Southeast Asia Psychology Journal, 2023
teachers are not always sure with their own abilities when teaching, hesitant to take action when they meet students who are considered difficult to direct and need support to communicate student progress to parents. The competence of teachers is based on belief in their own abilities, named selfefficacy. Teacher self-efficacy is the belief that a teacher has ability to teach, manage classes, make decisions, motivate and communicate with students effectively. Objective: describe teacher self-efficacy and to prove differences in teacher self-efficacy levels based on gender of kindergarten teachers in Tangerang, Indonesia. Methods: quantitative research using survey research methods with the non-probability sampling technique of the convenience method. The research subjects (N = 54) were kindergarten teachers. The descriptive statistical test in this study used a comparison between the hypothetical mean scale and the empirical mean. The Crosstabs method to see the relationship between teacher self-efficacy based on gender and the Explore method to determine teachers who have the highest and lowest levels of teacher self-efficacy based on gender. Results: with a measurement scale of 1-7, the hypothetical mean is 4 < 5.3188 the empirical mean of teachers' selfefficacy, shows that kindergarten teachers have a high level of teacher selfefficacy. In addition, Chi-Square = 48,938 with a significance value (p) 0.049 <0.05, shows that there is a significant relationship to the teacher self-efficacy based on the gender of kindergarten teachers in Tangerang. Conclusion: kindergarten teachers at several kindergarten school in Tangerang have a high level of teacher self-efficacy and there is a significant relationship between teacher self-efficacy and gender.
Comparative Study to Investigate the Sense of Teacher Efficacy between Male and Female Teachers
Asian journal of management sciences & education, 2015
The purpose of the study was to investigate the sense of efficacy between male and female teachers in Attock, Pakistan. Teacher’s efficacy is a simple idea with significant implications. The sample of the study consisted of 70 respondents consisting 35 female and 35 male elementary school teachers from District Attock. It was a survey type study. A questionnaire was developed in Urdu Language based on Tschannen – Moran and Hoy, (2001) teacher efficacy scale. To analyze the data, ttest was used. Female teachers have better self-efficacy than male teachers. Female teachers have higher self-efficacy than males on efficacy to influence classroom management, instructional strategies students, engagement subscales. Female teachers performed better due to their high perception in their self-efficacy than male teachers in the public elementary schools in district Attock.
GENDER DIFFERENCES IN PRIMARY SCHOOL TEACHERS’ SELF-EFFICACY BELIEFS
Researchers and academics have recently developed a great deal of interest in the beliefs of the self-efficacy beliefs of the teachers given the fact that such a construct promotes effectiveness to teachers and also obtains solutions to problems in teacher education. The literature shows that teachers’ self-efficacy beliefs influence classroom instructions, student learning and performance. The study was conducted to explore the primary school teachers’ self-efficacy beliefs with respect to gender. Teachers’ sense of efficacy scale was used to collect data from the participants. Findings revealed a significant difference between male and female teachers on student engagement and classroom management where male teachers were likely to be significantly better in classroom management and student engagement than female teachers.
2014
This study explored demographic and contextual predictors of Personal Teacher Efficacy and the extent to which they determine teachers' choice of either traditional or innovative teaching techniques. The study was conducted among a convenient sample of 80 primary school teachers (70.9% female and 29.1% male) attending a degree program at Kenyatta University in Mombasa campus, Coast Province, Kenya. Data were collected through a self-report questionnaire adapted from the Teachers' Sense of Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001) and the Mentor Support Scale (Capa & Loadman, 2004). A series of multiple regression analyses was done on data collected. Teacher efficacy was found to vary by gender, length of teaching and subject taught. Demographic characteristics did not influence the choice of teaching techniques. Verbal persuasion and mastery predicted personal teacher efficacy. Mastery significantly predicted use of innovative techniques in teaching. Personal teacher...
Strategies for Enhancing Teachers’ Self-efficacy in Secondary Schools
Asian Research Journal of Arts & Social Sciences
Aim: To determine strategies for enhancing self-efficacy among secondary school teachers. Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 12 teachers was drawn using strategic sampling. Study Design: A mixed method approach and a concurrent triangulation design were adopted. Place and Duration of Study: Teachers in public secondary schools in Kisumu County, Kenya, between June 2016 and September 2016. Methodology: Interview schedule was used to collect qualitative data. Interview schedule was piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically. Conclusion: The qualitative findings revealed that better remuneration, improvement in working conditions, capacity-building programs and facilitative style of leadership were effective strategies in enhancing teachers' self-efficacy.
Journal of Educational and Psychological Sciences- Bahrain, 2016
The aim of this study was to examine the factor structure of the Teachers Sense of Self-efficacy Scale. Three factors are assumed to represent the self-efficacy: student engagement, effective strategies and classroom management. Testing the reliability of each construct is another aim of this study. To achieve the aims of the study, a stratified random sample (N = 2446) of Omani teacher was drawn. The Teachers' Sense of Efficacy Scale was administered to teachers in their schools. The scale has 24 items with 8 items for each of the three subscales. Exploratory factor analysis was performed on half of the sample and produced three factors. Confirmatory factor analysis was performed on the other half. The model fit to data was good. Invariance of structure was tested across gender. The parameters of the model were invariant across gender. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as independent variable and the three subscales as dependent variables. Female teachers were more efficacious than male teachers in engaging students and teaching strategies; while male teachers were more efficacious than female teachers in classroom management. The study concluded that the scale can be validly used for assessment and research purposes.
The aim of this study was to examine the factor structure of the Teachers Sense of Self-efficacy Scale. Three factors are assumed to represent the self-efficacy: student engagement, effective strategies and classroom management. Testing the reliability of each construct is another aim of this study. To achieve the aims of the study, a stratified random sample (N = 2446) of Omani teacher was drawn. The Teachers' Sense of Efficacy Scale was administered to teachers in their schools. The scale has 24 items with 8 items for each of the three subscales. Exploratory factor analysis was performed on half of the sample and produced three factors. Confirmatory factor analysis was performed on the other half. The model fit to data was good. Invariance of structure was tested across gender. The parameters of the model were invariant across gender. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as independent variable and the three subscales as dependent variables. Female teachers were more efficacious than male teachers in engaging students and teaching strategies; while male teachers were more efficacious than female teachers in classroom management. The study concluded that the scale can be validly used for assessment and research purposes.
Influence of Marital Status on Teachers’ Self-Efficacy in Secondary Schools of Kisumu County, Kenya
Academic Journal of Interdisciplinary Studies, 2015
The study investigated the influence of marital status on teachers' self-efficacy in public secondary schools of Kisumu County, Kenya. Concurrent Triangulation Design was adopted to collect quantitative and qualitative data from samples of 327 students and 12 teachers. The interview schedule and questionnaire were piloted with 2 and 33 teachers respectively, who did not participate in the survey. Piloting helped to clarify the test items, determine construct validity (r = 0.564 for items expected to have similar responses and r =-0.325 for items expected to have different responses) and two experts in Educational Psychology established face validity of the research instruments. Internal reliability was established at Cronbach's = 0.9976. Multivariate Analysis of Variance (MANOVA) was used to analyze data from questionnaire. The quantitative findings revealed that marital status had no statistically significant influence on teachers' self-efficacy while the qualitative findings revealed that marital status had an influence on teachers' self-efficacy. The study recommends the employment of counsellors in schools to help teachers to deal with psychosocial and domestic issues.