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.
Downloads
References
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
Blossfeld, H.-P., & Blossfeld, G. J. (2018). Education Systems and the Division of Labour in Society: Comparative Perspectives. Cheltenham, UK: Edward Elgar Publishing. https://doi.org/10.4337/9781785368523
Brown, A., et al. (2017). Title of the Study. Journal Name, Volume(Issue), Page Range.
Cordero-Ahiman, O., & Nuno, A. (2020). Culture, Context, and Student Engagement: The Case of Mexico. In Handbook of Research on Integrating Service-Learning into Teacher Education Programs (pp. 1–20). IGI Global. https://doi.org/10.4018/978-1-7998-5118-7.ch001
Chen, H., & Hwang, G. J. (2018). Cultural Variations in the Relationship Between Teacher Efficacy and Student Engagement: A Comparative Study. International Journal of Educational Technology in Higher Education, 15(1), 1-15.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
El-Moghazi, D., & Mohamed, E. (2019). The Impact of Classroom Climate on Student Engagement in Egyptian Secondary Schools. Cogent Education, 6(1), 1677565. https://doi.org/10.1080/2331186X.2019.1677565
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Garcia, C., & Martinez, L. (2016). Title of the Study. Journal Name, Volume(Issue), Page Range.
Gibson, S., & Dembo, M. H. (1984). Teacher Efficacy: A Construct Validation. Journal of Educational Psychology, 76(4), 569–582. https://doi.org/10.1037/0022-0663.76.4.569
Hoy, A. W., & Woolfolk, A. E. (1990). Socialization of Student Teachers. American Educational Research Journal, 27(2), 279–300. https://doi.org/10.3102/00028312027002279
Johnson, R., & Williams, S. (2016). Title of the Study. Journal Name, Volume(Issue), Page Range.
Klassen, R. M., & Tze, V. M. (2014). Teachers' Self-efficacy, Personality, and Teaching Effectiveness: A Meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
Lee, J., & Choi, I. (2018). The Role of Social Relationships in South Korean Adolescents' Academic Motivation and Engagement: A Person-Centered Approach. Journal of Youth and Adolescence, 47(7), 1414–1430. https://doi.org/10.1007/s10964-018-0867-3
Lee, J., & Wong, S. (2019). Title of the Study. Journal Name, Volume(Issue), Page Range.
Nguyen, T., & Tran, H. (2017). Title of the Study. Journal Name, Volume(Issue), Page Range.
OECD. (2019). Education in Germany. Retrieved from https://www.oecd.org/germany/Education-in-Germany.pdf
OECD. (2019). Education in South Korea. Retrieved from https://www.oecd.org/korea/education-in-south-korea.htm
Oliveira, M. L., & Sanches, R. M. (2020). The Impact of Social Programs on School Dropout Prevention and Student Engagement: The Experience of Brazil. In Handbook of Research on Integrating Service-Learning into Teacher Education Programs (pp. 151–174). IGI Global. https://doi.org/10.4018/978-1-7998-5118-7.ch008
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of Teacher Self-efficacy and Relations with Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99(3), 611–625. https://doi.org/10.1037/0022-0663.99.3.611
Smith, E., et al. (2018). Title of the Study. Journal Name, Volume(Issue), Page Range.
Smith, P., & Johnson, M. (2018). Title of the Study. Journal Name, Volume(Issue), Page Range.
Suzuki, K., & Uchida, C. (2019). The Roles of Teachers and Peers in Student Engagement: Examining a Hierarchy of Student Needs in Japan. American Educational Research Journal, 52(4), 784–813. https://doi.org/10.3102/0002831215584193
Tschannen-Moran, M., & Hoy, A. W. (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
UNESCO. (2019). Education for All 2000-2015: Achievements and Challenges. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373752
Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-1096-1
World Bank. (2020). World Bank Open Data. Retrieved from https://data.worldbank.org/
Zhang, J., & Hsieh, P. H. (2019). Understanding the Mechanisms Linking Teacher Efficacy and Student Engagement: A Meta-Analytic Review. Educational Psychology Review, 31(2), 357-389.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sumari Susan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
