ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
Impact of school facilities and teachers’ training on child education: Evidence from Balochistan and KP
Syed Shujaat Ahmed, Asif Javed, Rabia Manzoor, Vaqar Ahmed and Duaa-e-Zahra Shah
September 2021
SDPI working paper # 190
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NI...SubmissionResearchpa
This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation. by AKOMOLAFE Oluwayemisi Damilola 2020. ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS. International Journal on Integrated Education. 3, 11 (Nov. 2020), 103-107. DOI:https://doi.org/10.31149/ijie.v3i11.842. https://journals.researchparks.org/index.php/IJIE/article/view/842/803 https://journals.researchparks.org/index.php/IJIE/article/view/842
Impact of school facilities and teachers’ training on child education: Evidence from Balochistan and KP
Syed Shujaat Ahmed, Asif Javed, Rabia Manzoor, Vaqar Ahmed and Duaa-e-Zahra Shah
September 2021
SDPI working paper # 190
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
This study examined teachers’ dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. The study population comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage sampling technique was used to arrive at 30 head teachers, 78 assistant head teachers, 30 principals and 71 vice principals; and 20 Basic Nine students from each of the sampled upper basic schools as respondents in the study. Questionnaire was used to collect data, while mean and standard deviation were used to analyse the data. The findings of the study revealed that teachers’ dedication in Kwara State basic, Nigeria was average ((X ) ̅ = 3.06). The study concluded that Kwara State basic school teachers should be more dedicated to their job by regularly preparing lesson notes, going to the classrooms at the right time and ensuring that the learners have a better understanding of the concepts taught.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Administrative Leaders’ Strategies as Correlates of Workers' Job Performance.pdfssuser6f4a6d
The study investigated the Principals’ Administrative Strategies as
Correlates of Teachers’ Job Performance in Secondary Schools in Nsukka
Education Zone of Enugu State. Four research questions and four null
hypotheses guided the study. A correlational survey design was adopted for
this study. The population comprised 1830 principals and teaching staff. A
sample size of 605 respondents was drawn using a proportionate random
sampling technique. The two designed instruments used for data collection
are Principals' Administrative Strategies Questionnaires (PASQ) and
Teachers' Job Performance Questionnaires (TJPQ). The instrument was
subjected to face validation by three experts and internal consistency of the
instrument was obtained using Cronbach Alpha that yielded an index of 0.73.
Data collected were analyzed using regression analysis while regression
ANOVA was used in testing the formulated hypotheses at a 0.05 level of
significance. The findings revealed among others that, open communication,
carrying teachers along and providing for teachers’ welfare among others are
principals’ administrative strategies for enhancing teachers’ job performance
in public secondary schools. The result also revealed that a highly positive
significant relationship exists between principals’ administrative strategies in
decision-making, delegation of duties, open communication and management
of staff welfare and teachers’ job performance in public secondary schools in
Enugu state. The study recommended among others that principals in public
secondary schools should adopt positive administrative strategies as identified
in this study to promote teachers’ job performance
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
More Related Content
Similar to Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeria: A Literature Review
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teacher Professional Competence and Elementary School Student Creativity in S...AJHSSR Journal
ABSTRACT: The implementation of the 2013 Curriculum in the primary school education system in
Indonesia aims to develop students' creativity as one of the 21st-century skills. This research describes the
correlation between the teachers’ professional competence and the primary school students’ creativity. The
problem in this research is whether the students’ creativity is correlated with the teachers’ professional
competence in primary schools. Data were collected by distributing questionnaires to 1281 students in 26
primary schools. The teachers’ professional competence questionnaire consists of 6 items while the students’
creativity questionnaire consists of 14 items. The research samples were taken at simple random. The data
analysis method used Spearman correlation description analysis. Based on the results of the Spearmen
correlation test, it was found that: (1) there was a significant correlation between the teachers’ professional
competence and the elementary school students’ creativity; (2) category of correlation between the teachers’
professional competence and the students’ creativity was weak; (3) the direction of the correlation between the
teachers’ professional competence and the students’ creativity was positive. The correlation between the
teachers’ pedagogic competence and the students’ creativity shows the need for efforts to increase the teachers’
professional competence to increase the primary school students’ creativity.
KEYWORDS -competence, creativity, primary school, professional, teacher
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
This study examined teachers’ dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. The study population comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage sampling technique was used to arrive at 30 head teachers, 78 assistant head teachers, 30 principals and 71 vice principals; and 20 Basic Nine students from each of the sampled upper basic schools as respondents in the study. Questionnaire was used to collect data, while mean and standard deviation were used to analyse the data. The findings of the study revealed that teachers’ dedication in Kwara State basic, Nigeria was average ((X ) ̅ = 3.06). The study concluded that Kwara State basic school teachers should be more dedicated to their job by regularly preparing lesson notes, going to the classrooms at the right time and ensuring that the learners have a better understanding of the concepts taught.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
A comprehensive examination of the impact of instructional leadership provided by school principals on teacher commitment was carried out across different nations, including Indonesia. This research employed a literature review approach, scrutinizing journal articles that delved into the connection between the instructional leadership of school principals and teacher commitment. After applying predefined criteria to 120 chosen articles in this domain, only 15 articles met the specified criteria and were subsequently incorporated into the review. The findings of the literature review revealed that the instructional leadership of school principals and the resulting organizational commitment have a positive, and mostly said statistically significant, effect on teacher organizational commitment in various countries.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Administrative Leaders’ Strategies as Correlates of Workers' Job Performance.pdfssuser6f4a6d
The study investigated the Principals’ Administrative Strategies as
Correlates of Teachers’ Job Performance in Secondary Schools in Nsukka
Education Zone of Enugu State. Four research questions and four null
hypotheses guided the study. A correlational survey design was adopted for
this study. The population comprised 1830 principals and teaching staff. A
sample size of 605 respondents was drawn using a proportionate random
sampling technique. The two designed instruments used for data collection
are Principals' Administrative Strategies Questionnaires (PASQ) and
Teachers' Job Performance Questionnaires (TJPQ). The instrument was
subjected to face validation by three experts and internal consistency of the
instrument was obtained using Cronbach Alpha that yielded an index of 0.73.
Data collected were analyzed using regression analysis while regression
ANOVA was used in testing the formulated hypotheses at a 0.05 level of
significance. The findings revealed among others that, open communication,
carrying teachers along and providing for teachers’ welfare among others are
principals’ administrative strategies for enhancing teachers’ job performance
in public secondary schools. The result also revealed that a highly positive
significant relationship exists between principals’ administrative strategies in
decision-making, delegation of duties, open communication and management
of staff welfare and teachers’ job performance in public secondary schools in
Enugu state. The study recommended among others that principals in public
secondary schools should adopt positive administrative strategies as identified
in this study to promote teachers’ job performance
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
The Role of the Instruction of Reading Comprehension Strategies in Enhancing ...AJHSSR Journal
ABSTRACT :Throughout my studies and teaching English in different language centers and higher studies
institutions, I have come to conclude that students consider Reading comprehension as a nightmare that
frightens them and hinders their language acquisition in the Moroccan EFL Context. This may cause them to
develop an internal psychological obstacle that grows as their lack of the necessary instruments or tools to
overcome are not equipped with. They become lost and unaware about or unfamiliar with the necessary reading
comprehension strategies that could help them to face the problem of misunderstanding or non-understanding
of English texts. Respectively, this article which is only one part of my whole study aims at showing the effect
of teaching reading strategies in enhancing the S1 students‟ familiarity with reading strategies and raising their
frequency use. A sample of 283 University students in EFL context have been chosen randomly and have
attended the usual academic reading classes, yet only 76 are subject to this survey. 38 of them constitute the
experimental group who have attended the treatment regularly in one of the language centers and the other 38
participants are chosen randomly from the whole population to constitute the Control group. They all have
Psychosocial Factors and Deviant Behaviors of Children in Conflict with the L...AJHSSR Journal
ABSTRACT:This study aims to determine the relationship between psychosocialfactors and deviant
behaviors among children in conflict with the law (CICL) inDavao Region. The researchers want to discover the
prevalent factors thatdrive these children to their behaviors. Further, the study sought to determinethe
manifestation of psychosocial factors in terms of life satisfaction, emotionalsupport, self-esteem, and personality
traits. The study's data came from N-83children in conflict with the law (CICL) at the Regional Rehabilitation
Center forYouth (RRCY) in Bago Oshiro, Davao City; all respondents are male. This studyused a total
enumeration sampling technique due to the relatively smallpopulation size. The researchers adapted the
Psychosocial surveyquestionnaires by Zabriskie & Ward (2013) and by John and Srivastava (1999)as well as the
Deviant Behavior Variety Scale (DBVS) by Sanches et al. (2016).Through the use of a validated questionnaire,
the mean and standard deviationare determined. The researchers modified this questionnaire and translated itinto
the respondents' mother tongue (Cebuano) for them to comprehend itbetter. The study discovered no significant
relationship between psychosocialfactors and deviant behaviors of children in conflict with the law (CICL) in
theDavao Region
KEYWORDS :Children in Conflict with the Law (CICL), deviant behaviors, psychosocial factors
Entropy: A Join between Science and Mind-SocietyAJHSSR Journal
ABSTRACT: Entropy is join, intersection and interaction between natural science and human mind-society.
We proposed that if internal interactions exist in isolated systems, entropy decrease will be possible for this
system. Management in system is a typical internal interaction within the isolated system. The purpose of
management is to use regulating the internal interactions within the system, and to decrease the increasing
entropy spontaneously. We propose the principle of social civilization and the developing direction is: freedom
of thought, rule of action. Both combinations should be a peaceful revision and improvement of social rules and
laws. Different countries and nations, different religions and beliefs should coexist peacefully and compete
peacefully. The evolution of human society must be coevolution. Its foundation is the evolution of the human
heart and the human nature.
KEYWORDS: entropy, science, society, management, mind, evolution.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Environmental Struggles and Justice Among Lumad Farmers of Davao CityAJHSSR Journal
ABSTRACT : The study described the various environmental struggles experienced among the participants
and their status in accessing justice. The study followed a qualitative multiple-case study approach; the
participants are the Lumad farmers of Marilog, Davao City selected through a Critical sampling method and
aims to present the environmental violations experienced by the Lumad farmers in Davao City and how it
affected their families and sustenance further, their status in accessing justice is also explored. The study
concluded that the most common struggles the participant experience are Illegal logging and improper waste
disposal, which affect their farms, family, health, and income. Their preferred means to accessing justice is
through barangay settlement; the rigors of accessing courts, such as distance, expenses, fear of ruling, and the
hassle of being called to be present in court, are the most prevalent barriers that hinder the lead farmers from
accessing justice or seeking legal action. Nevertheless, the participants believed that the government would help
them in accessing justice.
KEYWORDS :access to justice, criminology,environmental justice, environmental struggles, lumadfarmers
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
A philosophical ontogenetic standpoint on superego role in human mind formationAJHSSR Journal
ABSTRACT: One of the most significant contributions of psychoanalysis to understand the human being is the
elaboration of a model about the mind from a topical and dynamic perspective. Freud explains the mind by the
constitution of the preconscious, conscious, and subconscious. Later, by three dynamic components: the id, the
ego and the superego. Such an organization of the psychic apparatus supposes not only individual elements, but
social influences along the process of hominization. In this paper, we recover the findings of the renowned
anthropologist Lewis Morgan, trying to link some of them to the psychoanalytic theory. Especially highlighting
the importance of superego in Haidt’s social intuitionism.
Keywords: evolutionism, intuitionism, psychoanalysis, Freud, Haidt, Morgan
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...AJHSSR Journal
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
enhancing workplace safety performance.
KEYWORDS :Safety compliance, safety participation, safety performance, SME
Psychological Empowerment and Empathy as Correlates of ForgivenessAJHSSR Journal
ABSTRACT: The study explores Psychological Empowerment and Empathy as Correlates of Forgiveness.
The two variables are regarded to have influence on the decision one makes to forgive another. The study aimed
at examining the relationships between psychological empowerment and forgiveness, empathy and forgiveness
and to identify which one of the two,Psychological Empowerment or Empathy, is the more powerful predictor of
forgiveness. The study took a survey design with a sample of 350 drawn from a population of university students
using a self-administered questionnaire with four sections: Personal information, Psychological empowerment
scale, Toronto Empathy questionnaire, and the Heartland Forgiveness Scale (HFS). Data analysis employed
Pearson’s product moment correlation and regression analysis to test hypotheses. The results show significant
relationships between psychological empowerment and forgiveness as well as empathy and forgiveness.
Empathy was found to be the more powerful predictor of forgiveness.
KEY WORDS: Psychological empowerment, empathy, forgiveness
Exploring The Dimensions and Dynamics of Felt Obligation: A Bibliometric Anal...AJHSSR Journal
ABSTARCT: This study presents, to our knowledge, the first bibliometric analysis focusing on the concept of
"felt obligation," examining 120 articles published between 1986 and 2024. The aim of the study is to deepen our
understanding of the existing knowledge in the field of "felt obligation" and to provide guidance for further
research. The analysis is centered around the authors, countries, institutions, and keywords of the articles. The
findings highlight prominent researchers in this field, leading universities, and influential journals. Particularly,
it is identified that China plays a leading role in "felt obligation" research. The analysis of keywords emphasizes
the thematic focuses of these studies and provides a roadmap for future research. Finally, various
recommendations are presented to deepen the knowledge in this area and promote applied research. This study
serves as a foundation to expand and advance the understanding of "felt obligation" in the field.
KEYWORDS: Felt Obligation, Bibliometric Analysis, Research Trends
Les autorités traditionnelles et l’administration coloniale au Tchad : 1900-1960AJHSSR Journal
ABSTRACT : In Africa, traditionalauthorities are the guardians of tradition. Recently, however, they have
been caughtbetween tradition and modernity in the exercise of political power in Chad. However, we are
witnessing the revival of chieftaincy and the hybridization of the politicalpowersexercisedwithinit. In this
cohabitation of powers, traditionalauthorityisescapingitsrole as guardian of tradition.
Traditionalauthorityisthereforepresented in itscurrent state, as a proxy for the modern state in traditional
administrative districts. The aim of thisstudyis to analyze the mutations and adaptability of
traditionalauthorityfrom the pre-colonialperiodthrough the colonial period to the post-colonial period. This
workanalyzes the mutations of authorities. The data collected and processedrevealthattraditionalauthorities have
survivedalmosteverywhere, the former chiefdomsdissolvedduringcolonization have been restored by
republicanheads of state, while more and more frequently civil servants, businessmen, academics and
othermembers of the literateelite, whopreviouslyhad no attraction for the position of traditionalchief, are
beingenthroned.
Key words:Authorities, Administration, colonization, Chad, Kanem.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Driving Sustainable Competitive Advantage Through an Innovative Aggregator Bu...AJHSSR Journal
ABSTRACT : The aim of the research is to analyze the influence of the aggregation business model on
Sustainable Competitive Advantage (SCA). Through a survey of 216 MSMEs in the creative economy sector
selected randomly using an ex post facto causal research approach, an overview of the aggregator business
model and its impact on financial resources and SCA was obtained. The aggregator business model plays a role
in facilitating increased access to financial resources to meet both available and required working capital for
realizing SCA in Malang's Lokanima area. The strength of ABM lies in understanding the resources needed for
SCA and the effectiveness of mobilizing services while considering the most cost-effective options, including
providing various alternatives in their provision. Financial resources are an important factor supporting the
achievement of SCA. Access to financial resources is key to facilitating business growth and sustainability.
Theoretical implications: The concept of the aggregator business model emphasizes the efficient and effective
collection, aggregation, and distribution of resources in connecting service providers with consumers in an
economical and efficient manner. Practical implications: ABM can enhance the performance of financial
resource provision by optimizing relationships with MSMEs and financial institutions, leading to business
growth and sustainability for MSMEs.
KEYWORDS -Aggregator Business, Creative Economy, Financial Resources, Sustainable Competitive
Advantage
Accuracy of ChatGPT for Basic Values of Trigonometric FunctionsAJHSSR Journal
ABSTRACT : This study analyzes the accuracy of ChatGPT, an artificial intelligence model based on GPT3.5, in determining the values of basic trigonometric functions. To this end, we examine ChatGPT's responses to
sine, cosine, tangent, and cotangent values for a wide range of angles. We compare the results provided by
ChatGPT with the accuracy values determined by basic trigonometry. We also explore differences in accuracy
depending on changes in question complexity and given context. The results show a high level of accuracy of
ChatGPT in determining the values of trigonometric functions, especially for common angles. However, it is
noted that accuracy may be affected in certain cases of extreme angles or complex questions. This analysis
provides an important representation of ChatGPT's capabilities in the field of mathematics, using a new method
for testing the accuracy of artificial intelligence models in determining trigonometric values.
Keywords -Accuracy, AI Model, ChatGPT, Trigonometric Functions, Trigonometry
Postmodern Marketing and Its Impact on Traditional Marketing Approaches: Is K...AJHSSR Journal
ABSTRACT : The essay discusses the concept of postmodern marketing and its impact on marketing theory
and practice. It explores the characteristics of postmodernism, including openness, tolerance, hyper-reality,
fragmentation, and the lack of clear boundaries, and how they challenge traditional marketing approaches. The
paper also looks at the contributions of postmodern marketing to consumer and marketing research and how it
has redefined the way we think about marketing as a science. Ultimately, it raises the question of whether and
how marketing should adapt itself to the new conditions brought about by postmodernism.
KEYWORDS :Postmodernism, Postmodern Marketing, Kotler, Marketing Theory, Postmodern Consumer
Reorientation of Health Service Governance Toward the Fulfillment of Social J...AJHSSR Journal
ABSTRACT: Health insurance is a human right. At the practical level, this health insurance program in
Indonesia is organized by BPJS Kesehatan (Social Security Administering Body for Health). The
implementation of BPJS Kesehatan is still not optimal and effective. Three problems are discussed in this
writing: the dynamics of health insurance governance in Indonesia, the implementation of the fulfillment of the
right to health by BPJS Kesehatan, and the reorientation of BPJS Kesehatan services toward social justice.
These problems are then answered by scientific research methods using a sociological juridical approach.
Complaintsoften occur regarding the regulations, the services provided by the health facility providers, and the
distance between the community and the health facilities. Such complaints affect the public interest in becoming
BPJS Kesehatan participants. The aforementioned conditions must be considered and evaluated for the
government's success in the aspired national health insurance plan.
KEYWORDS -BPJS Kesehatan, Health Insurance, Social Justice
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
Sport et vieillissement : une analyse de la pratique des activités physiques ...AJHSSR Journal
Abstract : The aim of thispaperis to report on the effects of physicalactivity and sport on the health of older
people. Based on a mixed-methodsapproach, several techniques, namelydocumentaryanalysis and semistructured interviews, wereused in thisresearch in order to obtain a range of data thatwasavailable, accessible
and relevant to the subjectunderstudy. This enabled us to arrive at the resultsaccording to which the
stakeholders' perceptions of theirhealth are based on the practice of physicalactivities and sport as a social
construct in a socio-cultural context. Older people see sport as a way of curingillnesses, but above all as a way
of givingtheir bodies vitality. Othersseeit as a way of reinvigoratingthemselvesafter retirement.
Key words: Ageing, Physical activities, Sports activities, Elderly people.
The Challenges of Good Governance and Project Implementation in Nigeria: A Re...AJHSSR Journal
ABSTRACT : This study reveals that systemic corruption and other factors including poor leadership,
leadership recruitment processes, ethnic and regional politics, tribalism and mediocrity, poor planning, and
variation of project design have been the causative factors that undermine projects implementation in postindependence African states, particularly in Nigeria. The study, thus, argued that successive governments of
African states, using Nigeria as a case study, have been deeply engrossed in this obnoxious practice that has
undermined infrastructure sector development as well as enthroned impoverishment and mass poverty in these
African countries. This study, therefore, is posed to examine the similarities in causative factors, effects and
consequences of corruption and how it affects governance, projects implementation and national growth. To
achieve this, the study adopted historical research design which is qualitative and explorative in nature. The
study among others suggests that the governments of developing countries should shun corruption and other
forms of obnoxious practices in order to operate effective and efficient systems that promote good governance
and ensure there is adequate projects implementation which are the attributes of a responsible government and
good leadership. Policy makers should also prioritize policy objectives and competence to ensure that policies
are fully implemented within stipulated time frame.
KEYWORDS: Developing Countries, Nigeria, Government, Project Implementation, Project Failure
Your Path to YouTube Stardom Starts HereSocioCosmos
Skyrocket your YouTube presence with Sociocosmos' proven methods. Gain real engagement and build a loyal audience. Join us now.
https://www.sociocosmos.com/product-category/youtube/
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
Non-Financial Information and Firm Risk Non-Financial Information and Firm RiskAJHSSR Journal
ABSTRACT: This research aims to examine how ESG disclosure and risk disclosure affect the total risk of
companies. Using cross section data from 355 companies listed in Indonesia Stock Exchange, data regarding
ESG disclosure and risk was collected. In this research, ESG and risk disclosures are measured based on content
analysis using GRI 4 guidelines for ESG disclosures and COSO ERM for risk disclosures. Using multiple
regression, it is concluded that only risk disclosure can reduce the company's total risk, while ESG disclosure
cannot affect the company's total risk. This shows that only risk disclosure is relevant in determining a
company's total risk.
KEYWORDS: ESG disclosure, risk disclosure, firm risk
Enhance your social media strategy with the best digital marketing agency in Kolkata. This PPT covers 7 essential tips for effective social media marketing, offering practical advice and actionable insights to help you boost engagement, reach your target audience, and grow your online presence.
Get Ahead with YouTube Growth Services....SocioCosmos
Get noticed on YouTube by buying authentic engagement. Sociocosmos helps you grow your channel quickly and effectively.
https://www.sociocosmos.com/product-category/youtube/
How social media marketing helps businesses in 2024.pdfpramodkumar2310
Social media marketing refers to the process of utilizing social media platforms to promote products, services, or brands. It involves creating and sharing valuable content, engaging with followers, analyzing data, and running targeted advertising campaigns.
www.nidmindia.com
Grow Your Reddit Community Fast.........SocioCosmos
Sociocosmos helps you gain Reddit followers quickly and easily. Build your community and expand your influence.
https://www.sociocosmos.com/product-category/reddit/
Multilingual SEO Services | Multilingual Keyword Research | Filosemadisonsmith478075
Multilingual SEO services are essential for businesses aiming to expand their global presence. They involve optimizing a website for search engines in multiple languages, enhancing visibility, and reaching diverse audiences. Filose offers comprehensive multilingual SEO services designed to help businesses optimize their websites for search engines in various languages, enhancing their global reach and market presence. These services ensure that your content is not only translated but also culturally and contextually adapted to resonate with local audiences.
Visit us at -https://www.filose.com/
Social media refers to online platforms and tools that enable users to create, share, and exchange information, ideas, and content in virtual communities and networks. These platforms have revolutionized the way people communicate, interact, and consume information. Here are some key aspects and descriptions of social media:
Unlock TikTok Success with Sociocosmos..SocioCosmos
Discover how Sociocosmos can boost your TikTok presence with real followers and engagement. Achieve your social media goals today!
https://www.sociocosmos.com/product-category/tiktok/
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeria: A Literature Review
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 12
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN: 2378-703X
Volume-07, Issue-10, pp-12-21
www.ajhssr.com
Research Paper Open Access
Teachers Teaching Efficacy as a Predictor of Teachers
Effectiveness in Nigeria: A Literature Review
OKOYE MAUREEN CHINETA
Faculty of Education, Southwest University Chongqing, China
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
I. INTRODUCTION
Education is of utmost importance in any country due to its role as a driver of both economic development
and general national advancement. It is commonly acknowledged that education serves as the basis for several
crucial aspects, including literacy, skill development, technological advancement, and the efficient use of a
nation's natural resources. The importance of education as a valuable investment for national development rests
in its ability to produce top-notch human resources, made possible by the smart deployment of resources and
inputs (Adamu et al., 2022). The ability to improve one's life is made possible through education, which is a potent
weapon in the fight against hunger and poverty. It is for this main reason that parents make sure their children
attend school for a significant amount of time. Numerous countries have given priority to efforts that seek to
provide access to education for individuals of all ages as a result of the acknowledgment of education as a crucial
component of personal and societal development. With these initiatives, people will be able to pursue education
at various points in their lives by removing obstacles and creating possibilities.
Every country needs education to grow, and teachers are at the vanguard of providing high-quality
education. As the foundation for a competent workforce, it stimulates innovation, allows for social mobility, and
propels societal advancement in general (Buonomo et al., 2020; Ileonikhena, 2015; Oweh, 2014). As a result, the
quality of education is essential for societal development. Since the teacher is viewed as the focal point of the
teaching and learning process, the quality of education is heavily reliant on the effectiveness of instructors.
However, determining a teacher's success or failure is difficult. An educational system's effectiveness, in turn,
significantly depends on the performance of its teachers. Promoting student learning and academic
accomplishment requires effective teaching, which is a critical component. It significantly affects pupils' academic
success, cognitive growth, and general well-being. It is impossible to overestimate the importance of teachers in
creating engaging teaching and learning environments (Oviawe & Omoh, 2021). Numerous elements come into
play that can affect educators' effectiveness in the classroom as they work to improve their teaching methods. For
the education system as a whole to be improved, it is essential to comprehend the factors that influence teaching
efficiency. The efficacy of teachers' instruction is one of these factors that has received a lot of attention in
educational research.
2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 13
Teachers' confidence in their capacity to promote learning and support favorable outcomes for their
pupils is referred to as teaching efficacy. According to Okoro et al. (2022), a teacher's efficacy is determined by
how confident they are in their capacity to advance pupils' learning. It includes teachers' perceived efficacy,
competence, and confidence in their ability to deliver teaching, control classroom dynamics, and engage students
in worthwhile learning experiences. Higher-efficacy teachers are more likely to use teaching strategies that
advance student learning and accomplishment (Ismail, 2021). These educators are more likely to employ a variety
of pedagogical techniques, customize their training to each student's needs, and create encouraging, learning-
friendly classroom conditions. As a result, students who are taught by highly effective teachers frequently exhibit
enhanced academic achievement and greater levels of involvement in their studies. The idea of teaching
effectiveness is based on Bandura's social cognitive theory (1977), which contends that people's perceptions of
their skills affect their motivation, actions, and performance. The study makes the case that self-efficacy
significantly affects teacher effectiveness by using student assessments of instructor effectiveness. Teaching
approaches, classroom management techniques, and relationships with students can all be influenced by a teacher's
efficacy beliefs.
On the other hand, teaching effectiveness refers to the degree to which teachers' instructional strategies
result in productive student learning results. Teaching effectiveness, according to Bizimana (2022), is the capacity
of the teacher to use suitable instructional methods and tactics to transmit the learner's information, skills, and
competencies necessary to bring about desired learning outcomes. How well a teacher can maximize the learning
process among the students is a key indicator of their effectiveness. Effective teachers use a range of teaching
techniques, adapt lessons to the requirements of each student, offer timely and helpful feedback, and foster a
welcoming environment in the classroom. According to Badau (2016), an effective teacher must be able to use
these talents as well as emphasize the information, competence, and abilities needed to accomplish educational
goals and objectives. In other words, it's not enough for a teacher to be knowledgeable and skilled; they also need
to be able to use their knowledge and abilities in the classroom successfully.
In the realm of education, teachers' teaching efficacy and its importance for their effectiveness are widely
recognized. Because it has such a big impact on student learning and overall educational achievements, teachers'
competence in the classroom is crucial (Ahmed et al., 2021). The success of a teacher in the classroom is greatly
influenced by how well they can teach. Teachers who are driven, self-assured, and persistent in their teaching
methods are more likely to have high levels of self-efficacy (Mok & Moore, 2019). They are confident that they
possess the abilities, information, and instructional techniques required to fulfill the various requirements of their
pupils and support their academic success. Teacher efficacy is a crucial component of their professional practice
since it is intimately related to how well they educate students. It affects instructional methods, classroom
management, feedback and evaluation procedures, and professional development. Teachers who are confident in
their capacity to influence student learning can design engaging learning environments, encourage student
motivation, and ultimately improve educational outcomes.
In the last 40 years, research interest in teacher self-efficacy has grown (Zee & Koomen, 2016). Numerous studies
have looked at the connection between teachers' competence as teachers and their overall effectiveness in the
classroom. Bandura's self-efficacy theory frequently serves as the foundation for this research (Berg & Smith,
2016). According to Bandura's theory, instructors' beliefs in their capacity to affect student performance are
referred to as their "teacher self-efficacy beliefs." Positive relationships between teachers' self-efficacy and
effectiveness have been found in several significant evaluations (Klassen & Tze, 2014; Skaalvik & Skaalvik,
2014; Klassen & Chiu, 2011; Tschannen-Moran & Woolfolk, 2001). The fundamental premise is that teachers
who exhibit high levels of teaching efficacy are more likely to use successful teaching techniques, which
eventually result in better student results. According to these studies, instructors' self-confidence in their ability
to have a good impact on students' learning is crucial to their overall performance in the classroom. A high sense
of teaching efficacy can spur teachers on, increase their self-assurance, and help them stick with using successful
instructional practices.
The correlation between teaching efficacy and effectiveness is beneficial at all educational levels, from
pre-school to higher education. In addition, these educators are more inclined to develop a welcoming and
encouraging learning atmosphere in the classroom that encourages participation, drive, and success. This is why
most developing countries, like Nigeria, are working frantically to increase teachers' efficacy because a country's
success is heavily dependent on the caliber of education its citizens receive (Okoro et al., 2022). It is frequently
stated that students' good accomplishment depends on their teachers' effective instruction. Establishing steady and
excellent professional development options for teachers is becoming increasingly important as communities,
states, and the country as a whole work to improve the quality of education. The emphasis is on developing training
initiatives that positively influence teachers' professional development and improve the standard of instruction as
a whole.
3. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 14
Even though studies on teaching efficacy and effectiveness have been undertaken all around the world,
it is crucial to examine the unique circumstances of Nigeria. The Federal Ministry of Education at the federal level
and various state ministries at the regional level are in charge of overseeing the primary, secondary, and tertiary
levels of the Nigerian educational system. However, there is growing concern regarding the standard of education
in Nigeria, which may be related to the many difficulties the country's educational system is currently facing.
These issues could include low pay for teachers, a lack of materials for them to use, poor working conditions, high
rates of student absence and truancy, insufficient funding, poor infrastructure, and a lack of competent teachers
(World Bank, 2018). The difficulties the Nigerian educational system faces could have a cumulative effect on the
efficacy of teachers and the general standard of education. The importance of these issues on teachers' confidence
and performance is highlighted by a 2018 World Bank survey that found that only 23% of Nigerian teachers
believe they possess the knowledge and abilities required to teach effectively.
Teachers' morale, motivation, and general job satisfaction can be significantly impacted when they confront
challenges such as inadequate funding, resource restrictions, unfavorable working circumstances, and curriculum
restrictions, among others (Kyriakides et al., 2022). These elements may cause teachers to lose faith in their skills
at instructing pupils effectively and giving them a high-quality education. A lack of confidence in one's abilities
and knowledge can make it difficult for teachers to motivate students, modify their methods of instruction to meet
the requirements of different learners, and create an environment that is favorable to learning. The quality of
education in Nigeria as a whole as well as student learning outcomes may be directly impacted by this.
It is essential to address these issues and support teachers in order to improve both their efficacy and the
standard of education. The effectiveness of teachers in the classroom can be increased by funding professional
development programs, enhancing working conditions, ensuring equal access to resources and infrastructure, and
implementing curriculum reforms (Desimone et al., 2021; Cheung & Wong, 2021). Nigeria may work toward
raising the general level of educational quality and student results by empowering teachers and addressing the
problems they encounter.
As a result, this study will analyze prior research on teaching efficacy and its ability to predict teaching
effectiveness, with an emphasis on studies done in the Nigerian educational system. The implications of teaching
efficacy for teacher preparation and professional growth as well as more general implications for Nigerian
educational policies and practices will also be covered. By doing this, the study hopes to support ongoing efforts
in the Nigerian educational system to raise teaching standards and improve student results. Informed decisions
about teacher preparation, professional development initiatives, and support systems can be made by policymakers
and other educational stakeholders with the use of this information. Understanding the significance of teaching
efficacy can aid in developing measures to boost teachers' self-assurance, which will subsequently result in
enhanced teaching techniques, student accomplishment, and education as a whole. The researcher noticed that
there hasn't been much research on teaching efficacy in Nigeria up to this point, and there aren't many studies that
specifically focus on how well it predicts teaching effectiveness. This study aims to address that gap. However,
current research from other nations can act as a basis for comprehending this relationship in the context of Nigeria.
It is, therefore, on this note that this study examines teachers teaching efficacy as a predictor of teaching
effectiveness in Nigeria.
II. CONCEPT OF TEACHING EFFICACY
The term "teaching efficacy" refers to a teacher's confidence in their capacity to significantly improve
students' academic performance and learning. Gavora (2018) defines instructors' self-efficacy as their belief in
their competence to instruct pupils and influence their behavior and achievement regardless of outside influences
or barriers. It includes a teacher's self-assurance, skill, and efficacy in their teaching methods. A key element in
influencing the caliber of teaching and learning experiences in the classroom is the efficacy of the teacher.
Teachers who are confident in their capacity to instruct students effectively are more likely to work harder, persist
through difficulties, and employ techniques to make learning engaging for their students (Kendra, 2015).
Conversely, teachers who have poor efficacy feel they have less control over their students and are, as a result,
less engaged in the classroom (Sivri & Balc, 2015) and are less likely to achieve favorable student outcomes
(Garca-Ros et al., 2015).
Albert Bandura's social cognition theory, which highlights the relevance of self-efficacy beliefs in human
behavior, is where the idea of teaching efficacy originated (Klassen & Usher, 2011). According to Bandura,
people's perceptions of their skills have an impact on their motivation, actions, and results. When this idea is
applied to the field of education, teaching efficacy refers to a teacher's confidence in their capacity to implement
successful teaching techniques and assist student learning. The efficacy beliefs that serve as the cornerstone of
Albert Bandura's social cognition theory have been the subject of various studies. These standards aid in
understanding how people develop their efficacy beliefs and how those beliefs affect their drive, conduct, and
output. The main standards comprise:
4. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 15
● Mastery Experiences: Bandura underlined that people's past successes or mastery in tasks or
circumstances like these have an impact on their current ideas about their efficacy. People feel more
efficacious when they do tasks successfully or get the results they want. On the other side, a pattern of
failure or lack of accomplishment might erode beliefs in one's efficacy.
● Vicarious Experiences: Bandura understood that people might also come to believe in their efficacy by
observing and learning from the experiences of others. People can develop confidence in their talents to
produce similar results by seeing people who are similar to themselves successfully complete a task.
● Social Persuasion: Bandura emphasized the significance of social influence, such as verbal affirmation
and feedback from others, in influencing efficacy beliefs. People's self-efficacy can be improved when
they get supportive criticism, adulation, or encouragement from peers, instructors, mentors, or other
trustworthy figures. On the other hand, unfavorable or depressing input might damage efficacy beliefs.
● Emotional Arousal: According to Bandura, people's emotional states can have an impact on their
efficacy views. Positive emotional states, such as enthusiasm and excitement, can increase efficacy
beliefs while positive emotional conditions, such as high levels of stress, anxiety, or fear, can reduce
them. For the development and maintenance of efficacy, emotion control, and mental attitude
maintenance are essential.
The efficacy beliefs of people are shaped by these criteria taken together. According to Bandura, efficacy beliefs
can be strengthened and evolved by positive experiences, observation, social support, and emotional control rather
than fixed features. By comprehending these factors, teachers can encourage and support their students' growth in
self-efficacy, fostering motivation, resiliency, and achievement.
Overview and Evolution of Efficacy in Education
● Since the 1960s, the idea of efficacy has been applied in education, with its use developing with time
(Tschannen-Moran, 2009). Tschannen-Moran offers a thorough summary of the study on teacher self-
efficacy. She goes through the broad timeframe, the development of efficacy, and the effects of teacher
self-efficacy in the classroom. The timeline and development of educational efficacy are summarized as
follows:
● The Late 1970s to 1980s: During this time, Albert Bandura's social cognitive theory had a significant
impact on the development of the idea of self-efficacy in educational research. Researchers started
looking into how self-efficacy beliefs affect academic achievement and motivation in students. Studies
examined the effects of students' self-confidence on their academic achievement, persistence, and
involvement.
● The 1990s: The emphasis on self-efficacy broadened to cover teachers' views and how they affect
classroom procedures and student outcomes. The research looked at the connections between instructors'
efficacy beliefs and their classroom management, student engagement, and instructional success. It
became evident that teachers' decisions regarding instruction and interactions with students were directly
related to their ideas about their capacity to change students' lives.
● The Late 1990s to 2000s: In educational research, the idea of collaborative efficacy has become more
well-known. The term "collective efficacy" describes the common conviction among a group of
educators that they can have a positive impact on students' academic performance. The effects of a
school's collective efficacy on student outcomes, school atmosphere, and cooperative practices have been
the subject of research.
● The 2010s and beyond: With more focus on the growth and improvement of efficacy beliefs among
both students and instructors, the research of efficacy in education has continued to evolve. Researchers
looked into several variables that affect efficacy, including how professional development programs,
mentoring, and teacher collaboration affect teachers' perceptions of their efficacy. A concerted effort was
made to include efficacy-building techniques in projects for professional development and teacher
education.
Additionally, digital tools and technology-enabled platforms have been created to evaluate and support teachers'
and students' efficacy views. These platforms offer chances for self-reflection, feedback, and resources to improve
effectiveness. Overall, the emphasis on students' self-efficacy has given way to taking into account teachers'
attitudes and the collective efficacy of educational communities. Promoting effective teaching strategies, student
engagement, and good learning environments now requires an understanding of and commitment to the efficacy
beliefs that exist among both instructors and students.
5. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 16
Tschannen-Moran also talks about the elements that affect teachers' sense of self-efficacy. She cites several
variables that affect teachers' sense of efficacy, such as:
● Personal experiences: Teachers are more likely to have high views of teacher efficacy if they had a
favorable educational experience.
● Professional development: Teachers with high levels of teacher efficacy are more likely to obtain
continued professional development.
● Support from colleagues and administrators: Teachers are more likely to have high ratings of teacher
efficacy if they feel supported by their co-workers and administrators.
The consequences of teacher efficacy for student accomplishment are covered in Tschannen-Moran's
conclusion. She points out that studies have shown that children who have teachers who are highly effective
in their classrooms typically outperform pupils who have less effective teachers.
Implications of Teaching Efficacy in Education
Education is affected by teaching efficacy in several significant ways. Key ramifications include the following:
● Teacher Motivation and Job Satisfaction: Teacher motivation and job satisfaction have a substantial
correlation with teaching efficacy. Teachers are more likely to feel motivated and devoted to their careers
when they have a high feeling of efficacy. Their total job happiness is boosted by their sense of assurance
in their capacity to have a beneficial impact on students' learning.
● Student Achievement: The academic performance of students is frequently influenced favorably by
teachers who demonstrate higher levels of teaching efficacy. They have a higher propensity to use
efficient teaching techniques, offer suitable assistance and criticism, and foster a stimulating learning
atmosphere. It can have a good impact on students' motivation, engagement, and learning outcomes when
teachers have confidence in their capacity to support students in succeeding.
● Instructional Practices: The instructional strategies teachers use in the classroom might be affected by
their efficacy as a teacher. High-efficacy teachers are more likely to employ novel and successful
teaching techniques, tailor their lessons to the requirements of specific students, and put evidence-based
approaches into practice. They have higher faith in their capacity to choose successful instructional
strategies and control classroom dynamics.
● Teacher Persistence and Resilience: Teachers with better teaching efficacy typically demonstrate
greater tenacity and resilience in the face of challenges because teaching may be a demanding job. They
are more inclined to continue working toward assisting pupils in succeeding despite challenges or
disappointments. Both teachers and children may benefit in the long run from this resilience.
● Professional Development: The efficacy of teaching can guide and influence teacher professional
development programs. Given the significance of efficacy beliefs, professional development initiatives
might concentrate on boosting instructors' efficacy by offering chances for skill improvement, teamwork,
and reflection. Professional development helps teachers become more successful teachers by addressing
the elements that affect teaching efficacy.
● School Culture and Climate: In educational institutions, fostering a culture of collaborative efficacy
can have a big influence. The culture and climate of the school are improved when instructors collectively
have faith in their capacity to influence students and work together successfully. Increased teacher
collaboration, better student achievements, and a sense of community inside the school are all influenced
by this sense of shared responsibility and support.
In conclusion, teaching efficacy affects motivation among teachers, student achievement, instructional strategies,
persistence and resilience among teachers, professional development, and school climate. For the creation of ideal
teaching and learning environments and the enhancement of educational results, it is essential to foster and
promote instructional efficacy.
III. CONCEPT OF TEACHERS' EFFECTIVENESS
The ability of a teacher to favorably influence student learning and accomplishment is referred to as
teacher effectiveness. Bizimana (2022) defined teacher effectiveness as a teacher's capacity to use appropriate
instructional methods and tactics in order to promote students' acquisition of information, skills, and
competencies, ultimately leading to desired learning outcomes. An effective teacher must not only emphasize the
information, competence, and skills needed to achieve the educational aims and objectives but also be able to put
these abilities and competencies to work (Badau, 2016). How well a teacher can maximize the learning process
among their students is frequently used to judge their effectiveness. This includes a variety of activities like lesson
preparation and delivery, classroom management, encouraging student motivation and engagement, giving helpful
6. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 17
feedback, and modifying instructional strategies to accommodate different learner requirements. The idea of
effective teaching has become more popular in education as research demonstrates its critical role in raising
student success levels and narrowing achievement gaps. The establishment of teacher evaluation systems,
professional standards, and the adoption of evidence-based methods in teacher education and professional
development are all results of efforts to assess and improve teacher effectiveness.
The idea of teacher effectiveness highlights the crucial part that teachers play in influencing student
accomplishment and learning. Effective teaching is a crucial area of focus in educational research, policy, and
practice since it has a considerable impact on students' academic achievement, engagement, and overall
development (Oviawe, 2016). Additionally, studies repeatedly show that good teachers are essential to narrowing
achievement disparities and advancing equal educational opportunities for all students in addition to improving
student outcomes.
According to Tschannen-Moran et al. (1998) and Darling-Hammond, (2000), there are several dimensions to
teacher effectiveness.
● Content Knowledge: A profound mastery of the subject area they teach is a prerequisite for effective
teachers. They have an excellent understanding of the material and are skilled at explaining difficult ideas
to students.
● Pedagogical Knowledge: Effective teachers are familiar with the best educational tactics, techniques,
and methodologies. They are adept at creating and presenting classes that meet a variety of students'
learning needs and encourage participation and understanding on the part of the audience.
● Classroom Management: An organized and positive learning environment is created by effective
teachers. To ensure that every student has the best possible chance to learn, they set clear standards,
adhere to routines, and successfully regulate behavior.
● Differentiated Instruction: Effective teachers are aware of their pupils' various needs and talents and
adapt their instruction accordingly. To guarantee that all students have access to excellent learning
experiences and can realize their full potential, they modify their curriculum, materials, and evaluations.
● Assessment and Feedback: A range of assessment techniques are used by effective teachers to track
their students' development and give timely, constructive comments. They differentiate instruction in
accordance with assessment data to guide their instructional judgments.
● Relationship Building: Effective teachers cultivate a rapport with their students. They establish a sense
of community and trust among students by fostering a friendly and inclusive school atmosphere.
● Continuous Professional Development: Effective teachers are dedicated to ongoing professional
development and lifelong learning. To increase their effectiveness as teachers, they pursue continual
professional development, look for fresh, evidence-based teaching strategies, and reflect on what they
do.
Student achievement is significantly influenced by teaching efficacy. Students may learn more, remember material
for longer, and develop a love of learning with the aid of effective teachers. Here are some characteristics of
effective teachers that are frequently mentioned:
● They have a strong commitment to both learning and teaching.
● They are capable of creating a pleasant and stimulating learning atmosphere
● They are knowledgeable about their subject
● They are skilled at utilizing a range of teaching techniques
● They can evaluate student development and give feedback.
● They are dedicated to making improvements all the time.
There are many things you can do to get ready if becoming an effective teacher is something you're interested in.
First, be sure you have a solid understanding of the issue at hand. This can be accomplished by enrolling in courses
related to your field of interest, reading specialized publications, and going to conferences. Study various teaching
approaches and techniques next. You can do this with the aid of a variety of resources, including books, articles,
and online courses. Third, gain teaching experience. This can be accomplished by tutoring students, teaching a
class at a community college, or volunteering at a nearby school. Last, but not least, commit to ongoing progress.
In order to improve as a teacher, never stop studying.
Previous Studies on Teachers Teaching Efficacy as a Predictor of Teaching Effectiveness
Studies have been conducted on teachers' teaching efficacy as a predictor of teaching effectiveness in Nigeria and
the world at large. In this section, a review of some of these studies is presented. For instance, a study on the self-
efficacy and teacher effectiveness of secondary school teachers was conducted by Paschal & Srivastava in 2021.
The study's target audience was secondary school teachers in Patna, Bihar, and the sample size was 258 Patna
7. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 18
teachers. In order to describe the current state of the incident under investigation and draw appropriate inferences
from the gathered facts, the investigator used the survey approach.
To gather the data, the researcher employed the teacher effectiveness scale and the self-efficacy assessment. The
sample was chosen by the researcher using a stratified random sampling procedure. The findings of this study
show a connection between secondary school teachers' self-efficacy and their effectiveness as teachers. In a related
study, Himabindu (2012) looked at the relationship between teaching competency and teacher efficacy. In the
Vizianagaram area, 129 junior college lecturers made up the study's sample. The conclusions suggested that the
opinions on teacher efficacy and teaching competency are independent and linked. As a result, among the sample
of junior college lecturers, there was a substantial correlation between teacher efficacy and instructional
competency.
Alibakhshi et al. (2020) looked at the effects of instructors' instructional efficacy in a different study. A qualitative
research approach was adopted by the researchers. 20 teachers who were chosen through a purposeful sampling
process were interviewed in semi-structured interviews for the data. The material of the interviews was
thematically analyzed. The results indicated that high self-efficacy had an impact on teachers' instructional
strategies, students' motivation, and achievement. Furthermore, it has an impact on the psychological health, job
satisfaction, and burnout state of instructors. Additionally, a study on teacher efficacy through self-efficacy,
teamwork, and principal leadership was conducted by Sehgal et al. in 2017. In this study, survey research was
used. Data were gathered from 6020 pupils and 575 teachers at 25 private schools in India. To investigate the
hypotheses, a survey research design was employed. Despite using a cross-sectional research design, the data was
gathered for two rounds separated by a period of six months. The results indicated a favorable relationship between
teacher self-efficacy and the two components of teacher effectiveness, namely the teacher's role in promoting
teacher/student interactions and the teacher's role in controlling students' learning.
Similarly, Orakc et al. (2023) conducted a mixed-methods study on instructors' self-efficacy beliefs and their
capacity to raise them while teaching. The top 10 participants with the highest level of self-efficacy provided the
qualitative data, while the quantitative data were gathered from 379 instructors in public schools throughout the
2021–2022 academic year. The present study's qualitative and quantitative findings showed that teachers had high
levels of self-efficacy and felt effective in their instruction. The study is crucial because it tries to learn how
teachers perceive their own self-efficacy beliefs and how they change those beliefs when faced with difficulties
in their teaching. Teachers' self-efficacy, personalities, and instructional effectiveness were studied by Klassen &
Tze in 2014. This study's objective was to conduct a comprehensive analysis of the literature examining two
psychological traits—self-efficacy and personality—as well as indicators of effective teaching—evaluated
instructor performance and student achievement. The study's findings show a substantial relationship between
teachers' self-efficacy and personalities and indicators of teaching effectiveness, such as assessed teaching
performance and student accomplishment. This implies that teachers are more likely to perform better on assessed
teaching measures when they have higher levels of self-efficacy.
In the Nigerian context, Bizimana (2022) looked into the impact of emotional intelligence and teacher efficacy on
the effectiveness of pre-service teachers in Nigeria. 300 students from two Universities in the southwest of Nigeria
were chosen at random to participate in the administration of two validated measures (the teacher efficacy scale
and the emotional intelligence scale). Multiple regression and Pearson Product Moment Correlation were used to
analyze the data. The results of this study showed that teacher efficacy affected student achievement predictably.
In a different study, Okoro et al. (2022) used an ex post facto research methodology to assess the effect of teachers'
self-efficacy on academic achievement in Biology among secondary school students in Enugu State. A sample of
270 SS1 Biology students and 25 SS1 Biology teachers were chosen using a purposeful sampling technique from
a population of 5693 SS1 Biology students (2254 females and 3439 males) and 62 SS1 Biology teachers in all 48
public senior secondary schools in Obollo A for Education Zone of Enugu state. The Teachers' Self-Efficacy
Index (TSEI), Biology Achievement Test (BAT), and Eysenck General Intelligence Test (EGIT) were the tools
employed for data collecting. According to the study's findings, students who had teachers with high and moderate
levels of teachers' self-efficacy performed better academically than students whose teachers had low levels of
teachers' self-efficacy.
IV. SUMMARY OF FINDINGS
In summary, the research under evaluation offers convincing proof of the importance of teachers' self-
efficacy in relation to numerous facets of their effectiveness. According to the findings, instructors who have
higher levels of self-efficacy tend to have better teaching techniques, students who are motivated to learn, who
achieve more, and who are more satisfied with their jobs as a whole. Additionally, it has been discovered that self-
efficacy has a favorable impact on teacher-student interactions, the management of students' learning, and the
evaluation of teaching performance.
8. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 19
These results underline how crucial it is to foster and support instructors' self-efficacy in learning environments.
Schools may enhance the quality of instruction and have a favorable effect on student outcomes by boosting
instructors' confidence in their skills to fulfill their instructional tasks. Teachers who have higher levels of self-
efficacy are more likely to use effective teaching strategies, which can boost student engagement, academic
success, and general well-being.
The studies also highlight the need for tactics and regulations that enhance teacher efficacy, such as offering
mentorship opportunities, professional development programs, and welcoming workplaces. The value of a
complete approach to teacher development is further highlighted by the recognition of the impact of emotional
intelligence, cooperation, and principal leadership on teacher self-efficacy. Overall, the results show how
important self-efficacy is for influencing good teaching methods and student outcomes. To better understand self-
efficacy in the teaching profession and to provide evidence-based solutions for boosting teacher efficacy and,
ultimately, educational quality, more research is needed. Qualified teacher training programs should also be
funded.
V. CONCLUSION
In conclusion, the research that has been evaluated on the relationship between teaching efficacy and
teacher effectiveness in Nigeria offers insightful lessons drawn from the papers reviewed. The findings indicate
that the perception of instructors regarding their own efficacy plays a crucial role in determining their effectiveness
within the classroom setting. Based on empirical research, it has been observed that educators who possess a
higher level of self-assurance in their instructional competencies are more likely to foster increased student
engagement and achieve superior academic outcomes. Teachers who possess a strong awareness of their influence
on students' learning outcomes are more inclined to employ effective pedagogical strategies, provide constructive
feedback, and cultivate a positive and conducive learning environment. The findings underscore the importance
of promoting and enhancing teachers' teaching efficacy through suitable tactics and policies. Allocating resources
toward professional development programs that prioritize the enhancement of teachers' self-efficacy can lead to
an enhancement of their instructional effectiveness within the educational setting. Providing opportunities for
educators to engage in collaborative efforts, receive mentoring, and access ongoing support can contribute to the
cultivation and sustenance of elevated levels of teaching efficacy. It is imperative for educational institutions and
policymakers in Nigeria to fully grasp the importance of teacher efficacy and its correlation with overall
effectiveness. By prioritizing the enhancement of teachers' self-efficacy, educational institutions have the potential
to foster enhanced learning outcomes, heightened student engagement, and an overall improvement in the quality
of education at a national level. It is recommended that additional research be conducted in this domain in order
to gain a more comprehensive understanding of the specific attributes that influence teachers' instructional efficacy
and its impact on other dimensions of their effectiveness. This will enable the development of targeted
interventions and strategies that can support teachers in enhancing their pedagogical effectiveness, thereby
improving their overall efficacy as educators.
Recommendations
The following suggestions can be made based on the results of the research that have been evaluated on the
efficacy of teaching by teachers in Nigeria as a predictor of effectiveness:
● Professional Development Programs: Institutions of higher learning ought to fund extensive
professional development initiatives that emphasize enhancing instructors' instructional efficacy. These
initiatives ought to give educators the chance to refine their teaching techniques, get constructive
criticism, and practice reflective practices. Teachers will be able to offer effective instruction and have a
beneficial impact on student learning if their efficacy beliefs are strengthened.
● Mentorship and Collaboration: To improve teaching efficacy, mentorship programs should be
established, and teachers should be encouraged to work together. Experienced educators can act as
mentors, offer advice, and support to their colleagues, and share best practices and teaching techniques.
The sense of community and professional development fostered by collaborative workplaces can increase
instructors' self-assurance and efficacy.
● Supportive School Leadership: The development of a conducive environment that encourages teachers'
teaching efficacy is mostly the responsibility of school leaders. Teachers' professional development
should be supported by administrators with resources, encouragement, and rewards. A culture of
openness and trust should be encouraged, enabling instructors to express their worries, ask for advice,
and discuss their triumphs and setbacks.
● Research-Informed Policies: When creating education policies, policymakers should take the results of
research on the efficacy and effectiveness of teaching into account. This involves investing funds to
promote research-based teaching strategies that improve student outcomes and foster supportive learning
9. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 20
environments. Additionally, policies should place a high priority on chances for continued professional
development, workload management, and teacher well-being.
● Continued Research: The precise variables that affect teaching efficacy and how they relate to teachers'
effectiveness in various Nigerian educational situations require further study. The efficacy and
effectiveness of teaching should be studied in this research, as well as the effects of particular
interventions and tactics. The results of these studies can guide the creation and execution of focused
efforts to enhance teaching methods and student outcomes.
Nigeria can create a helpful and empowering learning environment by putting these suggestions into practice.
This will improve teachers' classroom efficacy and, as a result, their overall effectiveness. This will have a
favorable effect on students' learning outcomes and help to create a system of higher-quality education.
REFERENCES
[1]. Ahmed, M. A., Lawal, A. A., & Ahmed, R. A. (2021). Influence of teachers’ self-efficacy on secondary
school students’ self-efficacy in biology in Ogbomoso, Nigeria. Jurnal Pendidikan Biologi Indonesia,
8(1), 58-64. https:// doi.org/10.22219/jpbi.v8i1.17231
[2]. Alibakhshi, G., Nikdel, F., & Labbafi, A. (2020). Exploring the consequences of teachers’ self-
efficacy: A case of teachers of English as a foreign language. Asian-Pacific Journal of Second and
Foreign Language Education, 5(3). https://doi.org/10.1186/s40862-020-00102-1
[3]. Badau, K. M. (2016). Teacher's classroom management practices for increasing effectiveness in climate
change in Nigeria. Advances in Social Sciences Research Journal, 3(1).
https://doi.org/10.14738/assrj.31.1765
[4]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological
Review, 84(2), 191-215.
[5]. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
[6]. Berg, D. A. G., & Smith, L. F. (2016). Pre-service teacher self-efficacy beliefs: An opportunity to
generate “good research” in the Asia-Pacific Region. In S. Garvis & D. Pendergast (Eds.), Asia-
Pacific perspectives on teacher self-efficacy (pp. 1–18). Rotterdam, Netherlands: Sense Publishers.
[7]. Bizimana, E. (2022). The interplay between teachers’ efficacy, effectiveness, attitudes and students’
academic achievement in Biology. African Journal of Educational Studies in Mathematics and
Sciences, 18(2), 79–99. https://www.ajol.info/index.php/ajesms/article/view/246935.
[8]. Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution
of collective efficacy and emotions towards professional role. International Journal of Environmental
Research and Public Health, 17(3), 736.
[9]. Cheung, M. K., & Wong, A. F. (2021). The impact of professional development on teacher self-efficacy
and motivation: A meta-analysis. Teaching and Teacher Education, 107, 103487.
[10]. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy
evidence. Education Policy Analysis Archives, 8(1).
[11]. Desimone, L. M., Smith, T. M., & Ueno, K. (2021). The impact of professional development on
teacher practice and student learning: A meta-analysis of the literature. Review of Educational
Research, 91(3), 503-552.
[12]. Garba, C. D., Danjuma, M. I.., & Musa, D. O. (2022). Relationship between teachers’ self-efficacy and
academic performance of senior secondary school students in computer studies in Borno State,
Nigeria. Galaxy International Interdisciplinary Research Journal, 10(5), 129–134.
[13]. García-Ros, R., Fuentes, M. C., & Fernández, B. (2015). Teachers' interpersonal self-efficacy:
Evaluation and predictive capacity of teacher burnout. Electronic Journal of Research in
Educational Psychology, 13(3), 483–502. https://doi.org/10.14204/ejrep.37.141 05
[14]. Gavora, P. (2018). Measuring the self-efficacy of in-service teachers in Slovakia. Orb. Sch., 5(2), 79-
94. https://doi.org/10.14712/23363177.2018.102
[15]. Goddard, R. D., Bailes, L. P., & Kim, M. (2020). Principal efficacy beliefs for instructional leadership
and their relation to teachers ‘sense of collective efficacy and student achievement. Leadership and
Policy in Schools, 16(2), 1—22.
[16]. Himabindu, G. (2012). Teacher efficacy in relation to teaching competency. International Journal of
Multidisciplinary Educational Research, 1(4), 60-70.
[17]. Ileonikhena, U. A. (2015). Ways to improve quality of education in Nigeria. Springer.
[18]. Ismail, N. (2021). Influence of teachers' self-efficacy on academic performance of senior secondary
school students in Jigawa State, Nigeria. Kano Journal of Educational Psychology, 3(1), 19-25.
[19]. Kendra, C. (2015). Social Learning Theory.
10. American Journal of Humanities and Social Sciences Research (AJHSSR) 2023
A J H S S R J o u r n a l P a g e | 21
[20]. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of
practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context.
Contemporary Educational Psychology, 36(2), 114–129. doi:10.1016/j.cedpsych.2011.01.002
[21]. Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching
effectiveness. Educational Research Review, 12, 59–76.
https://doi.org/10.1016/j.edurev.2014.06.001
[22]. Kyriakides, L., Creemers, B., & Kyriakides, M. (2022). Teacher job satisfaction: A systematic review
of the literature. Educational Review, 74(1), 1-26.
[23]. Mok, M., & Moore, P. (2019). Teachers and self-efficacy. Educational Psychology, 39(1), 1–3.
https://doi.org/10.1080/01443410.2019.1567070
[24]. Okoro, A., Nwagbo, C., Ugwuanyi, C., & Ugwu, B. (2022). Evaluating the impact of teachers’ self-
efficacy on students’ academic achievement in Biology in Enugu State, Nigeria. Webology, 19(3).
https://www.webology.org
[25]. Orakcı, S., Göksu, Y. D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy
views and their ability to improve self-efficacy beliefs during teaching. Front. Psychol., 13.
https://doi.org/10.3389/fpsyg.2022.1035829
[26]. Oviawe, J. I., & Omoh, D. (2021). Technical teachers’ self-efficacy and qualifications as correlate on
students’ academic performance in basic technology. Jurnal Pendidikan Teknologi dan Kejuruan,
27(2), 91-101. https://doi.org/10.21831/jptk.v27i2.42416
[27]. Owen, G. (2014). Cognitive moderators of the relationship between behavioural intentions and
behaviour. Journal of Personality and Social Psychology, 2(41), 260-271.
[28]. Paschal, S., & Srivastava, N. (2021). Self-efficacy and teacher-effectiveness of secondary school
teachers. International Research Journal of Engineering and Technology, 8(3), 1955-1960.
[29]. Sehgal, P., Nambudiri, R., & Mishra, S. K. (2017). Teacher effectiveness through self-efficacy,
collaboration and principal leadership. International Journal of Educational Management, 31(4).
http://dx.doi.org/10.1108/IJEM-05-2016-0090
[30]. Sivri, H., & Balcı, E. (2015). Pre-service teachers' classroom management self-efficacy beliefs.
International Online Journal of Educational Sciences, 7(4), 37-50.
https://doi.org/10.15345/iojes.2015.04 .004
[31]. Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations
with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1),
68–77. https://doi.org/10.2466/ 14.02PR0.114k14w0
[32]. Tschannen-Moran, M. (2009). Teacher self-efficacy: A review of the literature. In T. L. Good (Ed.),
21st century education: A reference handbook (pp. 197-209). Thousand Oaks, CA: Sage.
[33]. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct.
Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
[34]. Tschannen-Moran, M., Hoy, W. K., & Hoy, A. W. (1998). Teacher efficacy: Its meaning and measure.
Review of Educational Research, 68(3), 202-248.
[35]. World Bank. (2018). Nigeria Economic Update: Tackling the Challenges of Secondary Education.
Washington, DC: World Bank.
[36]. Zee, M. & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes,
student achievement adjustment, and teachers’ well-being: A synthesis of 40 years of research. Review
of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801