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Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations

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dc.contributor.author Boateng, P.
dc.contributor.author Arhin, A.K.
dc.contributor.author Sekyere, F.O.
dc.contributor.author Koto, A.
dc.contributor.author Adarkwah, S.N.
dc.date.accessioned 2019-12-12T11:06:33Z
dc.date.available 2019-12-12T11:06:33Z
dc.date.issued 2019
dc.identifier.other https://doi.org/10.21083/ajote.v8i0.5372
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/493
dc.description Published in African Journal of Teacher Education en_US
dc.description.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 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. en_US
dc.language.iso en en_US
dc.publisher Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) en_US
dc.relation.ispartofseries Volume : 8;
dc.subject Self-efficacy en_US
dc.subject personal teaching efficacy en_US
dc.subject re-certification en_US
dc.subject Pre-service Teachers en_US
dc.title Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations en_US
dc.type Article en_US


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