Pre-service Teachers' Self-efficacy Beliefs at the Two Colleges of Botswana
Journal of Education, Society and Behavioural Science · pp. 186–194 · Published 28 May 2015
10.9734/BJESBS/2015/13144Abstract
Aim: The aim of the study was to investigate teachers’ self-efficacy beliefs of two colleges that train secondary school teachers. Place and Duration: Tonota College of Education and Tlokweng college of education in the month of October, 2013. Methodology: The sample included 324 Pre-service teachers: 76 males and 86 females from Molepolole College of Education and 28 males and 134 females from Tonota College of Education, respectively. Results: The response rate for Molepolole College of Education was 88.5% and for Tonota College of Education it was 72.3%. The overall response rate for the two colleges was 80.4%. Student Engagement (P = 0.01). Instructional Strategies (P= 0.01) and Classroom Management, (P=0.02). Conclusion: Molepolole College of Education pre-service teachers have a high teacher efficacy in all the three subscales of TSES and Tonota College of Education pre-service teachers have low teacher efficacy which are similar in all the three subscales.
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