Educational - Ozean Publications

European Journal of Educational Studies 2(2), 2010ISSN 1946-6331© 2010 Ozean PublicationEuropean Journal of Educational Studies 2(2), 2010Factor – Analytic Study of Teachers’ Perceptions On Self-Efficacy In Botswana JuniorSecondary Schools: Implications for Educational Quality.Adedoyin O.OUniversity of BotswanaEmail address for correspondence: omobola_adedoyin@yahoo.com_____________________________________________________________________________________________Abstract: This is a quantitative study of teachers’ perceptions on their self efficacy in Botswana junior secondaryschools . A teacher self efficacy questionnaire developed by Bandura (1994) on a nine likert scale, was adoptedand administered to a random sample of 150 teachers from 30 junior secondary schools within the Southerneducational region of Botswana. Out of which 132 teachers responded to the questionnaire, and these responseswere analysed using factor analytic method (available on the SPSS computer package). The principal factor withiteration was employed and varimax rotation method was also used. Nine factors with eigen values greater thanone, emerged from the factor analysis of the teachers’ response to the self-efficacy questionnaire.. These ninefactors will inform the Botswana educational system about teacher quality and effectiveness/ self efficacy inschools. It should therefore be noted that teacher self- perceive efficacy is necessary and should always be stronglylinked to teaching practices and student learning outcomes, which is very crucial in the educational system of anycountry. Studying teachers’ self-efficacy can be useful to teacher education programmes in Botswana in improvingteaching perspectives and behavior of teachers.Key words: Junior Secondary Schools, Botswana educational system__________________________________________________________________________________________INTRODUCTIONThe term self-efficacy has been defined as an individual's judgment of his or her capability to organize and executethe courses of action required to attain designated types of performances (Bandura, 1986, 1997). Bandura (1995)also stressed further that self-efficacy beliefs determine how people feel, think, motivate themselves and behave.People with high efficacy beliefs set themselves challenging goals and they heighten and sustain their efforts in theface of failure. On the other hand, people who doubt their capabilities shy away from difficult tasks, which theyview as personal threats. He further stated that self-efficacy is “the belief in one’s capabilities to organize andexecute the courses of action required to manage prospective situations” (1995, p. 2). In other words, self-efficacy isa person’s belief in his or her ability to succeed in a particular situation. A strong sense of efficacy enhances humanaccomplishment and personal well-being in many ways. People with high efficacy set themselves challenging goalsand maintain strong commitment to them. They attribute failure to insufficient effort or deficient knowledge andskills which are acquirable and approach threatening situations with assurance of having control over them. Such anefficacious outlook produces personal accomplishments, reduces stress and lowers vulnerability to depression.139