Novice Teachers' Self-Efficacy Beliefs in Teaching Multiple Subjects: Relations to Academic Performance of Basic School Students in Ghana

Autor/inn/en	Adarkwah, Michael Agyemang; Zeyuan, Yu; Kwabena, Sarpong; Mensah-Abludo, Wisdom
Titel	Novice Teachers' Self-Efficacy Beliefs in Teaching Multiple Subjects: Relations to Academic Performance of Basic School Students in Ghana
Quelle	In: International Journal of Curriculum and Instruction, 14 (2022) 1, S.101-125 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Beginning Teachers; Teacher Attitudes; Case Studies; Gender Differences; Foreign Countries; Self Efficacy; Self Concept Measures; Classroom Techniques; Class Size; Faculty Development; Learner Engagement; Teaching Methods; Pedagogical Content Knowledge; Educational Attainment; Socioeconomic Status; Age Differences; Teacher Characteristics; Ghana; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Case study; Fallstudie; Case Study; Geschlechterkonflikt; Ausland; Self-efficacy; Selbstwirksamkeit; Klassenführung; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied
Abstract	Developing the confidence to teach is one of the most challenging tasks in the teaching profession. Educators have recognized that the initial years of teaching is complex and challenging. However, no study examines novice teachers' self-efficacy beliefs in teaching multiple subjects in developing countries like Ghana. Novice teachers in Ghana are often deployed to schools and classrooms with high number of students but less number of teachers. Hence, they are faced with teaching multiple subjects per semester (term) aside from the already outlined challenges of novice teachers in literature. The study employed a cross-sectional survey design. Using the Teachers' Sense of Efficacy Scale (TSEBs, long form), novice teachers in Ghana (n = 72) were assessed on how they perceived their efficacy in teaching multiple subjects. Results from the study indicate that novice teachers perceived themselves to be moderately adequate in their TSEBs. Efficacy in classroom management score was lower than in student engagement and instruction strategies. Males also recorded high TSEBs score than females. Majority of the teachers taught large classes (43-53). It is recommended that educators reduce the class size of novice teachers and organize more training and professional development programs for novice teachers. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org/index.php/IJCI/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01