Exploring the Instructional Practices Efficacy Beliefs of Kindergarten Teachers in the Kumasi Metropolis of Ghana

Abstract

The influence of teacher efficacy beliefs on children’s cognitive achievements and success at school is accepted among educators internationally and well established in the literature. Yet, teachers’ sense of efficacy beliefs in the various aspects of their work at different levels of the education system continues to be investigated by researchers. Within the context of a developing country implementing a new curriculum, this study explores the efficacy beliefs of kindergarten teachers regarding instructional practices. Using an eight-point Likert-type survey questionnaire, the efficacy beliefs of 299 public and private kindergarten teachers in the Kumasi metropolis of Ghana with respect to instructional practices are examined. Research findings indicate that kindergarten teachers in the metropolis have high efficacy beliefs in instructional practices. No statistically significant difference was found in the efficacy beliefs in instructional practices of public and private kindergarten teachers, but statistically significant difference was found in the efficacy beliefs of trained and untrained teachers. Implications for early childhood teacher education are drawn and recommendations made.

Keywords: Efficacy beliefs, instructional practices, kindergarten, social cognitive theory, teacher efficacy