Abstract:
Self-efficacy is considered as one’s belief in the likelihood of goal completion and
can be motivating in itself. To achieve the goals of education, it is very important for
teachers to have high self-efficacy which has a direct positive effect on their delivery
and the overall benefit of their pupils. In this study, the self-efficacy of teachers in the
Bolgatanga municipality was studied. The purpose of the study was in three-fold. First
was to access the influence of teachers’ demographics on the self-efficacy. Second,
how location influences teachers’ self-efficacy and finally, how these efficacy impact
students’ performances. The efficacy dimensions studied are classroom management
practices, classroom instructional practices and student engagement. A total of 198 out
of 1404 teachers were randomly sampled with simple lottery based on Yerman’s
formula. The study was purely quantitative using structured questionnaires. It was
noted that, whiles gender has no significant impact on teachers’ self-efficacy, older,
more educated and highly experienced teachers had higher self-efficacy. Teachers in
the urban sector turn to have higher self-efficacy than those in the rural areas. Not
overlooking other factors, students’ poor performance in some rural areas can largely
be attributed to the less self-efficacy of their teachers. It’s recommended that more
rewarding packages must be introduced to teachers serving in the rural areas (housing,
transportation, risk allowances and scholarships). This could affect the mind-sets and
increase the motivation of teachers working in rural areas. Finally, government and
institutional scholarships for further studies and on-the-training should made available
mainly to motivate teachers who serve in rural areas
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, Submitted to the School of Graduate
Studies, University of Education, Winneba m in partial fulfilment of the
requirements for the award of Master of Arts (Educational Leadership) degree
SEPTEMBER, 2016