Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini
Keywords:
beginning agriculture teacher, classroom management efficacy, instructional strategies efficacy, teacher efficacy, senior secondary school, student engagement efficacy
Abstract
Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self-Efficacy Scale (TSES) with a .92 reliability coefficient. The data were analysed using descriptive and inferential statistics. Beginning agriculture teachers were moderately efficacious in classroom management, instructional strategies and student engagement. Gender, subject specialization and affiliation to professional development bodies accounted for significant differences in teacher efficacy on selected agriculture teaching tasks. Beginning agriculture teachers are capable of getting the desired learning outcomes from senior secondary school agriculture students as indicated by the moderate level of teacher efficacy. Pre-service teacher training programmes should strengthen curriculum content on ways of engaging students.
References
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Jaggernauth, S. J., & Jameson-Charles, M. (2015). Initial teacher efficacy of in-service secondary teachers in Trinidad and Tobago. Caribbean Curriculum, 23, 23-28.
Jeon, H. (2017). Teacher efficacy research in a global context. Center of social cohesion Education, Korea University. https://doi.org/10.4324/9781315710068-27
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Polit, D. F., & Beck, C. T. (2004). Nursing research: Appraisal of evidence for nursing practice (7th Edition). Philadelphia: Wolters Klower/Lippincott Williams & Wilkins.
Sangueza, C. R. (2010). Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. UNLV theses, Dissertations, Professional Papers, and Capstones. 844.
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ Self-efficacy Beliefs. GJDS, 12(1 & 2), 19-32. https://doi.org/10.4314/gjds.v12i1-2.2
Selbie, L. (2015). Examining the sources of teacher efficacy and how the context of teaching contributes to teacher efficacy. (Doctoral dissertation submitted in the Colombus State, University. Colombus, GA.
Shaughnessy, M. F. (2004). An interview with Anita Woolfolk. The educational psychology of teacher efficacy. Educational Psychology Review, 16, 153-176. https://doi.org/10.1023/B:EDPR.0000026711.15152.1f
Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.
Skaavlik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Sridhar, Y.N., & Badiei, H. R. (2008). Teacher Efficacy Beliefs: A Comparison of Teachers in India and Iran. Journal of the Indian Academy of Applied Psychology, 34, 81-89.
Swafford, M. R. (2013). Factors affecting teacher efficacy of beginning secondary agricultural education teachers. (Doctoral dissertation submitted to the Graduate Faculty of the Lousiana State University and Agricultural and Mechanical College).
Thompson, G. (2016). Japanese High School English Teachers’ Self-Efficacy Beliefs about Teaching English. Unpublished Doctoral Dissertation submitted in the Queensland University of Technology.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing Construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Unsul, S., Korkmaz, K., & Percin, S. (2016). There is a close relationship between teacher self-efficacy perceptions and in displaying a successful performance. Journal of Education and Practice, 7(24), 99-107.
Ushers, L. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical Review of the Literature and Future Directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
Wangeri, T., & Otanga, H. (2014). Sources of personal teacher efficacy and influence on teaching methods among teachers in primary schools in coast province, Kenya. Global Journal of Interdisciplinary Social science, 3, 190-195.
Wolf, K. J. (2011). Agricultural education perceived teacher self-efficacy. A descriptive study of beginning agricultural education teachers. Journal of Agricultural Education, 52(2), 163-176. https://doi.org/10.5032/jae.2011.02163
Woolfolk Hoy, A. E., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Dehghani, M., Sani, H. J., Pakmehr, H., & Malekzadeh, A. (2011). Relationship between students critical thinking and self-efficacy beliefs in Ferdowsi University of Mashhad, Iran, Procedia Social and Behavioural Sciences, 15, 2952-2955. https://doi.org/10.1016/j.sbspro.2011.04.221
Eslami, Z. R., & Fatahi, A. (2008). Teachers’ sense of self-efficacy, English proficiency and instructional strategies: A study of Non-native EFL teachers in Iran. TESL-EJ, 11(4), 1-19.
Fessler, R., & Christensen, J. (1992). The teacher career cycle. In the teacher career cycle: Understanding and guiding professional development of teachers, ed. R.Boston: Allyn and Bacon
Gist, M., & Mitchell, T. (1992). Self-efficacy: A Theoretical Analysis of its Determinants and Malleability. The Academy of Management Review, 17(2), 183-211. https://doi.org/10.2307/258770
Gkolia, A., Dimistrios, B. A., & Koustelios, A. (2016). Background characteristics as predictors of Greek teachers’ self-efficacy. International Journal of Educational Management, 30(3), 460-472. https://doi.org/10.1108/IJEM-03-2014-0040
Haram, J. (2018). Teacher efficacy research in the global context. Korea University. Retrieved from https://www.researchgate.net/publication/322266142
Haverback, H. R., & Parault, S. J. (2008). Pre-service reading teacher efficacy and tutoring. A Review: Educational Psychology Review, 20(3), 237-255. https://doi.org/10.1007/s10648-008-9077-4
Heaton, M. (2013). An examination of the relationship between professional learning community variables and teacher self-efficacy. Electronic Theses and Dissertations, 5038.
Jaggernauth, S. J., & Jameson-Charles, M. (2015). Initial teacher efficacy of in-service secondary teachers in Trinidad and Tobago. Caribbean Curriculum, 23, 23-28.
Jeon, H. (2017). Teacher efficacy research in a global context. Center of social cohesion Education, Korea University. https://doi.org/10.4324/9781315710068-27
Karasar, N. (2000). Scientific research methods-Term, scopes, Techniques. Ankara: Nobel Publication.
Khezerlou, E. (2013). Teacher self-efficacy as a predictor of job burnout among Iranian and Turkish EFL teachers. Procedia- Social and Behavioural Sciences, 70, 1186-1194. https://doi.org/10.1016/j.sbspro.2013.01.175
King, G., Murray, C., Salomon, J., & Tandon, A. (2004). Enhancing the validity and cross-cultural comparability of measurement in survey research. American Political Science Review, 98, 191-207. https://doi.org/10.1017/S000305540400108X
Klassen, R. M., & Chiu, M. M. (2010). Effects of teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience and job stress. Journal of Educational Psychology, 102(3), 741-756. https://doi.org/10.1037/a0019237
Knap, A. K. (2013). A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms. Theses, Dissertations and Capstones, Paper 472.
Kumar, R. A., Verma, L., & Kiran, N. (2017). Self-Efficacy among higher secondary schoolteachers: Empirical study. The Online Journal of New Horizons in Education, 7(30), 53-57.
Lesha, J. (2017). Gender differences in primary school teachers’ self-efficacy beliefs. European Journal of Educational Studies, 3(10), 730-740.
Ministry of Education & Training. (2015). The Swaziland Education for ALL Review Report, 2000-2015. Retrieved from https://planipolis.iiep.unesco.org/en/2015/swaziland-education-all-review-report-2000-2015-6140
Moalosi, W.T. S., & Forcheh, N. (2015). Self-Efficacy levels and gender differentials among teacher trainees in colleges of education in Botswana. Journal of Education and Learning, 4(3), 1-13. https://doi.org/10.5539/jel.v4n3p1
Nolan, D. (2009). A study of the relationship of teacher self-efficacy and the impact of professional learning community as an organisational structure. Doctoral dissertation submitted at the Louisiana State University and Agricultural and Mechanical College.
Parivash, J., Samaneh, K., & Nader, S. (2012). The relationship among organisational climate, organisational learning and teacher efficacy. Procedia Social Behaviour Science, 47, 2212-2218. https://doi.org/10.1016/j.sbspro.2012.06.974
Pendergast, D., Garvis, S., & Keogh, J. L. (2011). Pre-service teachers’ self-efficacy beliefs: An insight into making teachers. Australian Journal of Teacher Education, 36(12), 46-57. https://doi.org/10.14221/ajte.2011v36n12.6
Polit, D. F., & Beck, C. T. (2004). Nursing research: Appraisal of evidence for nursing practice (7th Edition). Philadelphia: Wolters Klower/Lippincott Williams & Wilkins.
Sangueza, C. R. (2010). Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study. UNLV theses, Dissertations, Professional Papers, and Capstones. 844.
Sarfo, F. K., Amankwah, F., Sam, F. K., & Konin, D. (2015). Teachers’ Self-efficacy Beliefs. GJDS, 12(1 & 2), 19-32. https://doi.org/10.4314/gjds.v12i1-2.2
Selbie, L. (2015). Examining the sources of teacher efficacy and how the context of teaching contributes to teacher efficacy. (Doctoral dissertation submitted in the Colombus State, University. Colombus, GA.
Shaughnessy, M. F. (2004). An interview with Anita Woolfolk. The educational psychology of teacher efficacy. Educational Psychology Review, 16, 153-176. https://doi.org/10.1023/B:EDPR.0000026711.15152.1f
Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85.
Skaavlik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
Sridhar, Y.N., & Badiei, H. R. (2008). Teacher Efficacy Beliefs: A Comparison of Teachers in India and Iran. Journal of the Indian Academy of Applied Psychology, 34, 81-89.
Swafford, M. R. (2013). Factors affecting teacher efficacy of beginning secondary agricultural education teachers. (Doctoral dissertation submitted to the Graduate Faculty of the Lousiana State University and Agricultural and Mechanical College).
Thompson, G. (2016). Japanese High School English Teachers’ Self-Efficacy Beliefs about Teaching English. Unpublished Doctoral Dissertation submitted in the Queensland University of Technology.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing Construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Unsul, S., Korkmaz, K., & Percin, S. (2016). There is a close relationship between teacher self-efficacy perceptions and in displaying a successful performance. Journal of Education and Practice, 7(24), 99-107.
Ushers, L. L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical Review of the Literature and Future Directions. Review of Educational Research, 78(4), 751-796. https://doi.org/10.3102/0034654308321456
Wangeri, T., & Otanga, H. (2014). Sources of personal teacher efficacy and influence on teaching methods among teachers in primary schools in coast province, Kenya. Global Journal of Interdisciplinary Social science, 3, 190-195.
Wolf, K. J. (2011). Agricultural education perceived teacher self-efficacy. A descriptive study of beginning agricultural education teachers. Journal of Agricultural Education, 52(2), 163-176. https://doi.org/10.5032/jae.2011.02163
Woolfolk Hoy, A. E., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching. A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
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2020-06-09
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