An Insight into Teacher Self-Efficacy Belief of PGDT (Post Graduate Diploma in Teaching) Trainees: Implications for Ethiopian Secondary School Teacher Education Program

Autor/inn/en	Alemayehu, Melkamu Habte; Genene, Abebe
Titel	An Insight into Teacher Self-Efficacy Belief of PGDT (Post Graduate Diploma in Teaching) Trainees: Implications for Ethiopian Secondary School Teacher Education Program
Quelle	In: International Journal of Curriculum and Instruction, 11 (2019) 2, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Self Efficacy; Teacher Effectiveness; Educational Environment; Secondary Schools; Teacher Collaboration; Inservice Teacher Education; Gender Differences; Secondary School Teachers; Academic Achievement; Teacher Influence; Student Behavior; Foreign Countries; Graduate Students; Student Attitudes; Classroom Techniques; Learner Engagement; Teaching Skills; Teaching Methods; Graduate Study; Ethiopia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschule; Lehrerkooperation; Lehrerfortbildung; Geschlechterkonflikt; Schulleistung; Student behaviour; Schülerverhalten; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Äthiopien
Abstract	The purpose of this study is to examine the state of PGDT (Post Graduate Diploma in Teaching) trainees' self-efficacy beliefs and the factors that contributed to its development with particular emphasis to PGDT trainees of Dilla University. The participants included 112 PGDT trainees who were selected using stratified random sampling. Quantitative data was collected through questionnaire which was eventually analyzed using both descriptive and inferential statistics such as independent sample t-test, one sample t-test, one way ANOVA and Multiple Linear Regression. The finding indicated that trainees have marginally average level of efficacy. It was also found that attitude to teaching (ß= 0.573, t=10.129, p<0.05) was the biggest contributor to self-efficacy belief followed by school climate in secondary schools measured in terms of teachers' professional collaboration (ß= 0.198, t= 5.276, p<0.05) and in-campus training practice (ß= 0.146, t=3.201, p<0.05) respectively. Compared to males, females had low self-efficacy beliefs. In contrast to popular expectations, the study additionally revealed that there was no significant mean difference in trainees' efficacy scores in terms of their CGPA. Interestingly, teaching experience before PGDT training negatively contributed to self-efficacy belief (ß= -0.070, t=-1.995, p< 0.05). Based on these major findings, it was concluded that trainees' efficacy with regard to bringing desired impact on secondary school students' achievement and behavior was not adequate and requires immediate attention.Finally, it was recommended that graduates should be given on-job training and teachers' professional collaboration in Ethiopian secondary schools should be further strengthened. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01