LEVELS OF TEACHER SELF-EFFICACY AMONG PRE-SCHOOL TEACHERS IN NAIROBI AND KIAMBU COUNTIES, KENYA
DOI:
https://doi.org/10.46827/ejes.v0i0.521Keywords:
pre-school, pre-school teachers, self-efficacy, teacher effectiveness, teacher self-efficacy, teacher trainingAbstract
Given the importance of teacher beliefs in shaping classroom behavior, this study set out to examine the levels of Teacher-Self-Efficacy among pre-school teachers in Nairobi and Kiambu counties Kenya. It was grounded on the self-efficacy theory by Bandura which focuses on teacher self-beliefs. The study adopted a descriptive survey method for data collection. The target population was 8211 pre-school teachers in Nairobi and Kiambu counties. The sampling frame was the 2751 pre-schools in Nairobi and Kiambu counties which were clustered into sub counties and stratified random sampling was used to get ten sub counties. From each sub county, twenty pre-schools were randomly sampled with proportionate allocation from both public and private pre-schools. From each pre-school, one teacher was randomly sampled for inclusion in the study. Data was collected using a modified Ohio State Teacher Efficacy Scale (OSTES) developed by Tschannen-Moran and Woolfolk-Hoy in 2001. One hundred and ninety-four pre-school teachers filled a questionnaire which had been piloted on three pre-school teachers not used in the study. The data was analyzed using descriptive statistics. The findings reveal high self-efficacy levels among pre-school teachers in Nairobi and Kiambu counties. It is envisaged that the findings from this study may inform policy at National Centre for Early Childhood Education (NACECE) and District Centres for Early Childhood Education (DICECE) in order to increase the levels of Teacher Self-Efficacy. The researcher recommends TSE scores should be used as a basis for hiring preschool teachers.
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