Relationship between Teacher Efficacy and Student Engagement in Secondary Education Settings in Tanzania
DOI:
https://doi.org/10.47672/ajep.1903Keywords:
Teacher Efficacy, Student Engagement, Secondary Education SettingsAbstract
Purpose: The aim of the study was to assess the relationship between teacher efficacy and student engagement in secondary education settings in Tanzania.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Research on the relationship between teacher efficacy and student engagement in secondary education settings consistently indicates a significant and positive correlation between the two constructs. Teacher efficacy, defined as the belief in one's ability to positively influence student learning outcomes, has been found to be a strong predictor of student engagement, which encompasses behaviors, attitudes, and cognitive processes that lead to active participation and investment in learning. Studies have shown that teachers with higher levels of efficacy tend to employ more effective instructional strategies, provide greater support and encouragement to students, and foster a positive classroom climate conducive to engagement. Conversely, lower levels of teacher efficacy have been associated with decreased student motivation, participation, and academic achievement. Additionally, research suggests that interventions aimed at enhancing teacher efficacy, such as professional development and mentoring programs, can lead to improvements in student engagement and overall academic performance.
Implications to Theory, Practice and Policy: Social cognitive theory, self-determination theory and expectancy-value theory may be used to anchor future studies on assessing the relationship between teacher efficacy and student engagement in secondary education settings in Tanzania. Educational institutions should invest in targeted professional development programs aimed at enhancing teacher efficacy beliefs and promoting effective student engagement strategies. Policy initiatives should prioritize the integration of teacher preparation programs that emphasize the development of teacher efficacy beliefs and effective student engagement practices.
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