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THE EFFECT OF TEACHER’S SELF EFFICACY ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teacher self-efficacy is defined as a teacher's belief in his or her capabilities to bring about desired outcomes of student engagement and learning (Bandura, 1977).

Researchers have found that teacher self-efficacy is powerfully related to many meaningful educational outcomes, such as teachers' persistence, enthusiasm, commitment, and instructional behavior (Tschannen-Moran & Hoy, 2001). Furthermore, high teacher self-efficacy is associated with teacher perseverance in regard to challenging tasks, such as classroom management (Romi & Leyser, 2006).

Because students' behavior is one of the most problematic issues in school, professional techniques are needed to assist teachers with strategies that encourage responsible behavior and the use of problem-solving skills in students (Aldemand & Green, 2011; Bandura, 2002; Collie et al., 2001; Fay, 2012; Ladson-Billings, 1994; Nicholson & Tracey, 2001). Classroom behavior such as reductions in aggression and compliance with rules is essential to create a safe environment in the classroom. Yet, many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers (Simonsen et al., 2013).

When the classroom environment is safe, classroom behaviors such as reductions in aggression and an increase in compliance with rules can be expected. Therefore, teacher self-efficacy may play a significant role in teachers' participation in the change process of implementing strategies that assist with classroom management styles. In this study I examined the relationship between teacher self-efficacy and classroom management practices (reward strategies, preventive strategies, initial corrective strategies, and later corrective strategies). In addition, I explored teachers' characteristics such as age, gender, teacher's education level, years of teaching experience, grade level taught, and class size to gain more knowledge about teacher training and professional development programs. I hypothesized that teachers with high self-efficacy are more likely to differentiate than teachers with low self-efficacy when comparing classroom management practices.

Teacher self-efficacy is one important indicator of how teachers perceive their ability to influence positive learning and behavior outcomes. Researchers have found that teacher self-efficacy influences teachers' teaching behaviors and students' motivation and achievement (Klassen & Chiu, 2010; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Hoy, 2001). However, persistent measurement problems have been a recurrent issue for those who have studied teacher self-efficacy (Hives, 2003). Bandura (1997) suggested that when researchers measure teacher self- efficacy the measurement should reflect a particular context or domain of functioning rather than a global function. A comprehensive measure of teacher self- efficacy encompasses how confident the teacher feels in teaching, whereas a particular context or domain measures teachers' confidence to accomplish particular tasks (Reupert & Woodcock, 2010). Brady and Woolfson (2008) identified teacher self-efficacy as a teacher's feeling of his or her capacity to facilitate learning successfully; they also found that teachers with high self-efficacy were more willing to take responsibility for meeting the needs of students in their classroom.

However, more recent empirical research is needed to demonstrate the link between teachers' attributions and behaviors and the impact of these on students.

1.2 STATEMENT OF THE PROBLEM

Despite the recognized importance of teachers' self-efficacy in academic achievement, there remains a gap in understanding its specific influence on students' performance in Business Studies at the junior secondary school level. This gap prompts the need for empirical research to explore and clarify the relationship between teachers' self-efficacy and students' academic outcomes in this specific context.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the impact of teachers' self-efficacy on junior secondary school students' academic achievement in Business Studies

Specific objectives include:

i. To evaluate the level of teachers' self-efficacy in teaching Business Studies.

ii. To determine the correlation between teachers' self-efficacy and students' academic performance in Business Studies.

iii. To find out the factors that influence teachers' self-efficacy in teaching Business Studies.

1.4 RESEARCH QUESTIONS

i. What is the level of teachers' self-efficacy in teaching Business Studies?

ii. What is the correlation between teachers' self-efficacy and students' academic performance in Business Studies?

iii. How does teachers' self-efficacy in teaching Business Studies influence students' academic achievement?

1.5 RESEARCH HYPOTHESES

Hypothesis I:

Ho: There is no significant impact of teachers' self-efficacy on students' academic achievement in Business Studies.

H1: There is a significant impact of teachers' self-efficacy on students' academic achievement in Business Studies.

Hypothesis II:

Ho: There is no significant relationship between teachers' self-efficacy and students' academic performance in Business Studies.

H1: There is a significant relationship between teachers' self-efficacy and students' academic performance in Business Studies.

Hypothesis III:

Ho: There is no significant influence of factors on teachers' self-efficacy in teaching Business Studies.

H1: There is a significant influence of factors on teachers' self-efficacy in teaching Business Studies.

1.6 SIGNIFICANCE OF THE STUDY

This study's findings will contribute to the existing body of knowledge by providing insights into the relationship between teachers' self-efficacy and students' academic achievement in Business Studies at the junior secondary school level, Additionally, the results can inform educational policies and practices aimed at enhancing teaching effectiveness and student learning outcomes.

1.7 SCOPE OF THE STUDY

This study focuses on junior secondary school students in schools in Karu LGA Nasarawa state and their teachers in the context of Business Studies. It will be conducted in a specific geographical area, targeting a selected number of schools and teachers.

1.8 LIMITATIONS OF THE STUDY

Limitations of this study include constraints related to time, resources, and access to participants. Additionally, the study's findings may be influenced by factors such as teacher-student dynamics, school environment, and external factors beyond the researcher's control.

1.9 DEFINITION OF TERMS

- Teachers' Self-Efficacy: Refers to teachers' beliefs in their ability to positively influence students' learning outcomes.

- Academic Achievement: The extent to which students successfully meet the learning objectives and standards set for a particular subject or course.

- Business Studies: A subject area that encompasses the study of business principles, practices, and processes.

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