Effectiveness of teaching practice programme on the self-efficacy beliefs of beginning teachers of partner schools in the Ahafo-Ano North Municipality

Abstract

The study sought to explore the effectiveness of teaching practice programme on the self efficacy beliefs of beginning teachers of the Ahafo Ano North Municipality. The objectives of the study are to; identify the relative levels of self-efficacy beliefs on teaching of beginning teachers in the Ahafo Ano North Municipality; determine the influence teaching practice programme has on the beginning teachers’ self-efficacy on teaching and assess the influence of gender on self-efficacy on teaching of beginning teachers. The sample for the study was 110 beginning teachers using purposive sampling method. The study adopted the mixed method approach. Questionnaires, interview and observation were used to collect data for the study. The study revealed that teachers possessed high classroom management skills, with moderate level of students’ academic engagement whilst adopting a rather poor instructional strategies in their lesson delivery. Again, teaching practice programme had provided opportunities for the development in classroom management and also teaching to meet the learner’s level and classroom management; both larger number of male and female newly trained teachers’ exhibited classroom management efficacy whiles female teachers highly related to job satisfaction. It was concluded that teaching practice programme greatly influnced the beginning teacher’s self-efficacy. It was recommended therefore that the District Educational Directorate and heads of partner schools should provide effective assistance to improve the teaching efficacy of both female and male newly trained basic school teachers to predict and enhance teaching efficacy among the newly trained basic school teachers.