Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghan
Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghan
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Date
2015
Authors
Boateng, Philip
Cobbold, C
Journal Title
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Publisher
Developing Country Studies
Abstract
The influence of teacher efficacy beliefs on children’s cognitive achievements and success at school is accepted
among educators internationally and well established in the literature. Yet, teachers’ sense of efficacy beliefs in
the various aspects of their work at different levels of the education system continues to be investigated by
researchers. Within the context of a developing country implementing a new curriculum, this study explores the
efficacy beliefs of kindergarten teachers regarding instructional practices. Using an eight-point Likert-type
survey questionnaire, the efficacy beliefs of 299 public and private kindergarten teachers in the Kumasi
metropolis of Ghana with respect to instructional practices are examined. Research findings indicate that
kindergarten teachers in the metropolis have high efficacy beliefs in instructional practices. No statistically
significant difference was found in the efficacy beliefs in instructional practices of public and private
kindergarten teachers, but statistically significant difference was found in the efficacy beliefs of trained and
untrained teachers. Implications for early childhood teacher education are drawn and recommendations made.
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Citation
Cobbold, C., & Boateng, P. (2015). Exploring the instructional practices efficacy beliefs of kindergarten teachers in the Kumasi metropolis of Ghana.