Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations
Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations
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Date
2019
Authors
Boateng, Philip
Arhin, A. Kwamia
Sekyere, F Owusu
Koto, Asare
Adarkwah, S. Nti
Journal Title
Journal ISSN
Volume Title
Publisher
African Journal of Teacher Education
Abstract
This study explores personal teaching efficacy beliefs of basic school teachers in Ghana
undergoing recertification to upgrade their qualification. The study examines whether
the personal teaching efficacy of the teachers is affected by their subject specialisation.
A descriptive survey design was employed for the study. Data for the study was obtained
from a total of 185 in-service teachers selected randomly from a group of teachers who
were undergoing recertification from diploma to bachelor’s degree in basic education
in a teacher education university in Ghana. Teacher Sense of Efficacy Scale (TSES) was
adapted and used to measure in-service teachers’ personal teaching efficacy beliefs. The
findings of the study showed that in-service teachers have a high sense of personal
teaching efficacy. The study also revealed that in-service teachers’ level of self-efficacy
was not affected by their subject specialization.
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Citation
Boateng, P., Arhin, A. K., Sekyere, F. O., Koto, A., & Adarkwah, S. N. (2019). Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations. African Journal of Teacher Education, 8, 281-298.