dc.contributor.author | Onderi, Henry | |
dc.contributor.author | Croll, Paul | |
dc.date.accessioned | 2018-11-14T07:01:13Z | |
dc.date.available | 2018-11-14T07:01:13Z | |
dc.date.issued | 2009-03 | |
dc.identifier.citation | Henry Onderi & Paul Croll (2009) Teacher self-perceptions of effectiveness: a study in a district of Kenya, Educational Research, 51:1, 97-107, DOI: 10.1080/00131880802704798 | en_US |
dc.identifier.issn | 1469-5847 | |
dc.identifier.uri | http://ir.jooust.ac.ke:8080/xmlui/handle/123456789/2694 | |
dc.description.abstract | Background and purpose: The paper reports a study of the perceptions of teachers in secondary schools in the Gucha district of Kenya of their own effectiveness, the structure of their self-perceptions, variations in self-perceived effectiveness and the relationship between self-perceptions of effectiveness and the examination performance of their students.Design and methods: Data were based on questionnaires completed by 109English and mathematics teachers from a random sample of 30 schools in the Gucha district of Kenya. Pupil examination results were also collected from the schools.
Results: Three dimensions of self-perceived effectiveness emerged from a factor analysis. These were: pedagogic process, personal and affective aspects of teaching and effectiveness with regard to pupil performance. Teachers tended to rate themselves relatively highly with regard to the first two, process-oriented, dimensions but less highly on the third, outcome-oriented, dimension. Self-ratings for pupil outcomes correlated with pupil examination performance at school level.
Conclusions: The results show that these teachers can have a sense of themselves as competent classroom performers and educational professionals without necessarily having a strong sense of efficacy with regard to pupil outcomes. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Taylor and Francis | en_US |
dc.subject | Teacher self-perceptions | en_US |
dc.subject | Teacher self-efficacy | en_US |
dc.subject | Secondary Education | en_US |
dc.subject | Kenya | en_US |
dc.title | Teacher self-perceptions of effectiveness: a study in a District of Kenya | en_US |
dc.type | Article | en_US |