1887

n South African Journal of Education - Efficacy of teachers in a number of selected schools in the KwaZulu-Natal province of South Africa

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Abstract

The construct "teacher efficacy" has become sufficiently sophisticated for it to be used as the theoretical base for an empirical survey. A survey of teacher efficacy in a number of selected schools in the KwaZulu-Natal province of South Africa revealed that teachers perceived school context effects as preventing them from functioning efficaciously, that although the general teaching efficacy (GTE) beliefs of the teachers in the sample were strong, they were mostly negative, in the sense that the respondents tended to blame the environment and others for teachers' non-achievement, their personal teaching efficacy (PTE) beliefs were not as strong as could be expected, and their GTE and PTE beliefs did not allow them to perform the tasks normally expected of teachers efficiently. Recommendations to improve the situation are made.

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/content/educat/25/1/EJC32020
2005-01-01
2016-12-06
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