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

Authors

  • Sylvester JO Odanga University of Kabianga
  • Peter JO Aloka University of the Witwatersrand
  • Pamela Raburu Jaramogi Oginga Odinga University of Science and Technology

DOI:

https://doi.org/10.11575/ajer.v68i1.70744

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 λ (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.
Key words: Experience, Teachers’ Self-Efficacy, Secondary Schools

La présente étude a examiné les effets de l'expérience d'enseignement sur l'auto-efficacité des enseignants dans les écoles secondaires du Kenya. L'étude a utilisé un plan explicatif séquentiel et l'échelle d'auto-efficacité des enseignants. Cette échelle comprend un total de 24 éléments, dont huit mesurent chacun des trois domaines d'auto-efficacité des enseignants : l'engagement des élèves, les stratégies d'enseignement et la gestion de la classe. Les validités de face et de contenu de l'échelle modifiée d'auto-efficacité de l'enseignant ont été vérifiées par deux experts en psychologie de l'éducation d'une université kenyane. L'échantillon de 327 enseignants a été obtenu par la technique d'échantillonnage aléatoire stratifié. Les données quantitatives ont été analysées à l'aide de l'analyse multivariée de la variance (MANOVA), mais les données qualitatives issues des entretiens ont été analysées de manière thématique. Les résultats du MANOVA démontrent que les effets de l'expérience sur l'auto-efficacité des enseignants étaient significatifs, Wilk's λ (7, 319 = 0.945, p = 0.019). L'article conclut que la Kenyan Teachers' Service Commission devrait utiliser des enseignants expérimentés comme personnes ressources qui sont attachés à plusieurs écoles.
Mots clés: expérience, auto-efficacité des enseignants, écoles secondaires.

Author Biographies

Sylvester JO Odanga, University of Kabianga

Sylvester JO Odanga, holds a PhD in Educational Psychology and is currently a Lecturer at the University of Kabianga in Kenya. He has published seven articles in refereed journals. He is a member of the Kenya Counsellors and Psychologists Association (KCPA) and International Society of Substance Use Professionals (ISSUP).

Peter JO Aloka, University of the Witwatersrand

Peter JO Aloka holds a PhD in Educational Psychology and is currently a Senior Lecturer at Wits School of Education at the University of the Witwatersrand in South Africa. He has published over 45 articles in refereed journals, as well as supervised and graduated several postgraduate students. He is a member of several international professional organizations. His interests include students’ behavior management, school psychology, group dynamics, and adolescent psychology.

Pamela Raburu, Jaramogi Oginga Odinga University of Science and Technology

Pamela Raburu holds PhD in Educational Psychology and is currently an Associate Professor at Jaramogi Oginga Odinga University of Science and Technology in Kenya. She is an Educationist, a professional teacher by training, and has vast university teaching experience of over 15 years. In addition, she has mentored, supervised, and graduated several postgraduate students, and has 49 publications in international refereed journals.

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Published

2022-03-10

How to Cite

Odanga, S. J., Aloka, P. J., & Raburu, P. (2022). Effects of Experience on Teachers’ Self-Efficacy in Secondary Schools. Alberta Journal of Educational Research, 68(1), 119–132. https://doi.org/10.11575/ajer.v68i1.70744

Issue

Vol. 68 No. 1 (2022): Spring

Section

ARTICLES

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