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European Journal of <strong>Educational</strong> Studies 2(2), 2010Table 2. The result of the factors the emerged from the responses to the self efficacy scaleVariable/item loading statement of item on the instrumentFactor 1Efficacy on teachers’ professional abilitiesQ12 .816 How much can you do to get children to do their homeworkQ14 .742 How much can you do to control disruptive behavior in theclassroomQ15 .618 How much can you do to prevent problem behavior on the schoolgroundsQ29 .586 How much can you do to reduce school absenteeismQ27 .557 How much can you help other teachers with their teaching skillsQ22 .555 How much can you do to get local colleges and universities involvedin working with the schoolFactor 2Efficacy to create a good atmosphere/ morale for studentlearningQ20 .815 How much can you do to get churches involved in working with theschoolQ25 .746 How much can you do to get students to trust teachersQ10 .704 How much can you do to get students to work togetherQ21 .597 How much can you do to get businesses involved in working with theschoolQ11 .572 How much can you do to overcome the influence of adversecommunity conditions on studentsFactor 3Efficacy to involve parents in their children’s learningQ6 .757 How much can you do to promote learning when there is lack ofsupport from homeQ17 .722 How much can you assist parents in helping their children do well inschoolQ18 .690 How much can you do to make parents feel comfortable coming toschoolFactor 4Efficacy to improve student learning outcomesQ7 .816 How much can you do to increase students’ memory of what havebeen taught in previous lessonsQ16 .575 How much can you do to get parents to become involved in schoolactivitiesQ23 .548 How much can you do to make school a safe placeFactor 5Efficacy to create a positive school climateQ28 .832 How much can you do to reduce school dropoutQ26 .810 How much can you do to enhance collaboration between teachers andthe administrationFactor 6Efficacy to promote good relationship/rapport between theschool and studentsQ2 .771 How much can you express your views freely on important schoolmattersQ24 .619 How much can you do to make students enjoy coming to schoolQ30 .595 How much can you do to get students to believe they can do well inschoolworkFactor 7Efficacy to be able to solicit for material / personnel resources foreffective learning outcomesQ3 .683 How much can you do to get the instructional materials and equipment144
European Journal of <strong>Educational</strong> Studies 2(2), 2010you needQ19 .573 How much can you do to get community groups involved in workingwith the schoolFactor 8Efficacy on instructional self efficacyQ4 .810 How much can you do to influence the class sizes in your schoolQ8 .639 How much can you do to keep students on task on difficult assignmentsFactor 9Efficacy to Influence decision makingQ1 .856 How much can you influence decisions that are made in the schoolThe eigen values greater than 1 were used to determine the number of emerging factors which were identified asfollows:-(i) Efficacy on teachers’ professional abilities(ii) Efficacy to create a good atmosphere/ morale for student learning(iii) Efficacy to involve parents in their children’s learning(iv) Efficacy to improve student learning outcomes(v) Efficacy to create a positive school climate(vi) Efficacy to promote good relationship/rapport between the school and students(vii) Efficacy to be able to solicit for material / personnel resources for effective learningoutcomes(viii) Efficacy on instructional self efficacy(ix) Efficacy to influence decision makingWhich of the items on the self-efficacy scale do the teachers fail to perceive as part of their teachingeffectiveness.The omitted questions from the factor analysis that had factor loading of less than 0.50 , were the items on the selfefficacyscale that the teachers fail to perceive as part of their teaching effectiveness and they are as follows:-Question 5 (How much can you do to get through to the most difficult students)Question 9 (How much can you do to motivate students who show low interest in schoolwork)Question 13 (How much can you do to get children to follow classroom rules)DISCUSSIONWhat are the perceived levels of self-efficacy of junior secondary teachers in Botswana schools?The perceived levels of self-efficacy of junior secondary teachers in Botswana schools were based on theirprofessional abilities in the classroom to create a conducive learning and teaching atmosphere for effective learningoutcomes. It can also be observed from the teachers’ responses, that they recognized the ability to create a positiveschool climate, good relationship/ rapport within the school and around the school as part of being effective as ateacher. They also perceived that organization/ management in the classroom should be part of the duties of aneffective teacher. The efficacy to be able to solicit for materials/ personnel resources for effective learning outcomeswas also perceived by the teachers as one of the responsibilities of an effective teacher.Which of the items on the self-efficacy scale do the teachers fail to perceive as part of their teachingeffectiveness.From the self-efficacy scale the following questions were not perceived by the teachers as important to theireffectiveness as a classroom teacher, because their factor loadings were below 0.5(appendix 2)Question 5 (How much can you do to get through to the most difficult students) factor loading of 0.439.145
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