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dc.contributor.authorOnderi, Henry
dc.contributor.authorCroll, Paul
dc.date.accessioned2018-11-14T07:01:13Z
dc.date.available2018-11-14T07:01:13Z
dc.date.issued2009-03
dc.identifier.citationHenry Onderi & Paul Croll (2009) Teacher self-perceptions of effectiveness: a study in a district of Kenya, Educational Research, 51:1, 97-107, DOI: 10.1080/00131880802704798en_US
dc.identifier.issn1469-5847
dc.identifier.urihttp://ir.jooust.ac.ke:8080/xmlui/handle/123456789/2694
dc.description.abstractBackground 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.isoenen_US
dc.publisherTaylor and Francisen_US
dc.subjectTeacher self-perceptionsen_US
dc.subjectTeacher self-efficacyen_US
dc.subjectSecondary Educationen_US
dc.subjectKenyaen_US
dc.titleTeacher self-perceptions of effectiveness: a study in a District of Kenyaen_US
dc.typeArticleen_US


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