Effects of Experience on Teachers' Self-Efficacy in Secondary Schools

Autor/inn/en	Odanga, Sylvester J. O.; Aloka, Peter J. O.; Raburu, Pamela
Titel	Effects of Experience on Teachers' Self-Efficacy in Secondary Schools
Quelle	In: Alberta Journal of Educational Research, 68 (2022) 1, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Teaching Experience; Self Efficacy; Secondary School Teachers; Foreign Countries; Learner Engagement; Teaching Methods; Classroom Techniques; Kenya + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Kenia
Abstract	The present study investigated the effects of teaching experience on teachers' self-efficacy in Kenyan secondary schools. The study used a sequential explanatory design and the Teacher Self-Efficacy Scale. This scale consisted of a total of 24 items with eight items measuring each of the three domains of teacher self-efficacy: student engagement, instructional strategies, and classroom management. The face and content validities of the modified Teacher Self-Efficacy Scale were ascertained by two experts in Educational Psychology from a Kenyan university. The sample size of the study comprised 327 teachers obtained using stratified random sampling technique. The quantitative data was analyzed using Multivariate Analysis of Variance (MANOVA) but qualitative data from interviews was analyzed thematically. The MANOVA results demonstrate that the effects of experience on teachers' self-efficacy was significant, Wilk's [lambda] (7, 319 = 0.945, p = 0.019). The article concludes that Kenyan Teachers' Service Commission should utilize experienced teachers as resource persons who are attached to several schools. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01