Teacher efficacy – the beliefs of teachers in their capabilities to have an impact on
students’ accomplishments in learning – has been researched for 30 years. This issue has
been viewed as an important dimension of teacher professionalism, teacher practice,
leadership, and collaboration as it is one of the teacher attributes associated with teaching
and learning. Founded on Bandura’s self-efficacy theory (1997), those earlier findings
suggested that self-efficacy involves “beliefs in one’s capabilities to organize and execute
the course of action required to produce given attainments” (p. 2).
This study investigated Botswana junior secondary school teachers’ responses on
the three subscales of the Teacher Sense of Efficacy Scale (TSES): Efficacy in Student
Engagement, Instructional Strategies, and Classroom Management.
Data were collected via a survey administered to 1006 Botswana participants. The
survey consisted of three sections. Part 1 requested demographic data; Part 2 contained
12 items of the TSES (Short Form instrument); and Part 3 had 24 items of Teacher
Practices. The researcher and research assistants gathered data from junior secondary
school teachers in Gaborone (the capital city of Botswana) and surrounding areas. Letters
of permission to conduct research and teacher letters accompanied the survey. The
response rate was 95% with only 6 out of 1006 participants not completing the survey.
Pearson-product moment correlation was computed to analyze the data using the
Statistical Package of Social Sciences. All bivariate correlations among the three
subscales were statistically significant at 0.01 level (2- tailed). For Instructional
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Strategies and Student Engagement, r = .412; Student Engagement and Classroom
Management, r = .589; and Instructional Strategies and Classroom Management, r =
.589. The correlations are consistent with those that Tschannen-Moran and WoolfolkHoy,
(2001) obtained. Efficacy in Student Engagement showed significant results, and
teachers with postgraduate qualifications rated themselves higher than their colleagues in
engaging students in learning.
For teacher practices, results showed no significant relationship between the
positive and negative practices reported by the teachers regarding classroom
management, student engagement, and instructional strategies. Bonferroni adjustment,
which changed alpha from .05 to .017, showed no significant relationships.
Recommendations and educational implications for future research are discussed.