Strategies for Enhancing Teachers’ Self-efficacy in Secondary Schools
Sylvester J. O. Odanga *
Kasagam Secondary School, P.O.Box 2071 – 40100, Kisumu, Kenya
Pamela A. Raburu
Jaramogi Oginga Odinga University of Science and Technology, P. O. Box 210-40601, Bondo, Kenya
Peter J. O. Aloka
Jaramogi Oginga Odinga University of Science and Technology, P. O. Box 210-40601, Bondo, Kenya
*Author to whom correspondence should be addressed.
Abstract
Aim: To determine strategies for enhancing self-efficacy among secondary school teachers.
Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 12 teachers was drawn using strategic sampling.
Study Design: A mixed method approach and a concurrent triangulation design were adopted.
Place and Duration of Study: Teachers in public secondary schools in Kisumu County, Kenya, between June 2016 and September 2016.
Methodology: Interview schedule was used to collect qualitative data. Interview schedule was piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically.
Conclusion: The qualitative findings revealed that better remuneration, improvement in working conditions, capacity-building programs and facilitative style of leadership were effective strategies in enhancing teachers’ self-efficacy.
Keywords: Self-efficacy, strategies, teachers, leadership, capacity-building, remuneration