Educational - Ozean Publications

European Journal of Educational 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