Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria
Abstract
Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.
References
Akwara, U. C. (2017). The causes of student failure in the National Examination and the adopted solution in Nigeria. International Journal for Innovative Research in Multidisciplinary Field, 3(1), 131–137.
Ashton, P. T., Buhr, D., & Crocker, L. (1984). Teachers’ sense of efficacy: A self- or norm-referenced construct? Florida Journal of Educational Research, 26(1), 29–41.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Barkley, A. T. (2016). Cognitive therapy and emotional disorder. New York: International University Press.
Bobbet, J. J., Oliver, A. M., & Ellett, C. D. (2018). Measuring teachers’ self-efficacy beliefs:
Development and the use of TEBS-Self. Teaching and Teacher Education, 24, 751–766.
Buonomo, I., Fiorilli, C., & Benevene, P. (2020). Unravelling teacher job satisfaction: The contribution of collective efficacy and emotions towards professional role. International Journal of Environmental Research and Public Health, 17(3), 736.
Cansoy, R., Parlar, H., & Polatcan, M. (2020). Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment. International Journal of Leadership in Education, 12(1), 1–19.
Cooper, J. D. (2012). Collective efficacy, organizational citizenship behavior, and school effectiveness in Alabama public high schools [Unpublished PhD thesis submitted to the Department of Educational Leadership, Policy, and Technology Studies, University of Alabama].
Darling, G. M., & Hammond, Y. M. (2018). Perceived self-efficacy, outcome and expectancies and negative mood states in end-stage renal disease. Journal of Abnormal Psychology, 4(91), 241–253.
Donohoo, J. (2016). Collective efficacy: Together we can make a difference. Retrieved
from www.crowinconnect.htm
Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement [Unpublished PhD thesis, Loyola University Chicago].
Fasasi, Y. A. (2011). Planning and development of higher education in Kwara State, Nigeria. Academic Research International, 1(3), 22–35.
Federal Republic of Nigeria. (2013). The National Policy on Education. Abuja: NERDC.
Goddard, R. D., Bailes, L. P., & Kim, M. (2020). Principal efficacy beliefs for instructional leadership and their relation to teachers’ sense of collective efficacy and student achievement. Leadership and Policy in Schools, 16(2), 1–22.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2014). Collective teacher efficacy: Measure and impact on student achievement. American Educational Research Journal, 37(2), 479–508.
Goltosi, J., & Zourbanous, A. (2018). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. American Educational Research Association, 33(3), 3–13.
Greeslade, F. (2015). Facilitation of self-efficacy. Cognitive Therapy and Research, 2(5), 1–16.
Ileonikhena, U. A. (2015). Ways to improve quality of education in Nigeria. Springer.
Klem, A. M., & Connell, J. P. (2014). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
Lashinsky, D. D. (2012). Collective teacher efficacy and high school reorganization as small learning communities [Unpublished PhD thesis submitted to the School of Education, University of Washington].
Lee, J. W., & Mendlinger, S. (2012). Perceived self-efficacy and its effect on online learning acceptance and student satisfaction. Journal of Service Science and Management, 4, 243–252.
Markrkaki, H. G. (2014). Continuing problems with self-efficacy theory. Cognitive Therapy and Research, 8(5), 257–262.
Nichola, A., Breanna, E., Akinson, H., & Holy, M. (2015). Relationship between general self-efficacy, planning for future, and life satisfaction. Personality and Individual Differences, 82, 56–60.
Okonjo, C., Odebunmi., F., & Orimoloye, O. O. (2013). The state, education, and national
development in Nigeria in the 21st century [Paper presented at the National Delegate Conference of Academic Staff Union of Universities, Benin City].
Olivo, W. (2015). Self-efficacy and health. Behavioural Research and Therapy, 23(9), 437–452.
Owen, G. (2014). Cognitive moderators of the relationship between behavioural intentions and behaviour. Journal of Personality and Social Psychology, 23(41), 260–271.
Qadach, M., Schechter, C., & Da’as, R. A. (2020). From principals to teachers to students: Exploring an integrative model for predicting students’ achievements. Educational Administration Quarterly. https://doi.org/10.1177/0013161X20907133.
Robbert, A. (2019). Relationship between anticipation and performance. Journal of Psychology, 23(1), 23-46.
Rose, T., & Bruce, G. (2017). Social anxiety and self-efficacy. Psychological Bulletin, 2(9), 1–15.
Schunk, D. H. (2014). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112–137.
Tenaw, Y. A. (2013). Relationship between self-efficacy, academic achievement, and gender in analytical chemistry at Debris Marcos College of Teacher Education, Ethiopia.
Tover, K. O., & Wire, F. (2016). Expectation and performance: An empirical test of Bandura self-efficacy theory. Journal of Sport and Exercise Psychology, 1(4), 320–331.
Tschannen-Moran, M., & Woolfolk-Hoy, A. W. (2018). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 1(7), 783–805.
Tschannen-Moran, M., Woolfolk-Hoy, A. W., & Hoy, W. K. (2018). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
Ware, F. (2012). Black teachers’ perceptions of their professional roles. In J. J. Irvine (Ed.), In search of wholeness: African-American teachers and their culturally specific classroom practices. New York: Palgrave.
Ware, H., & Kitsantas, A. (2017). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Education Research, 100(5), 303–310.
Wasagu, M. A. (2018). Reform agenda of the Nigerian education sector: Providing solutions or evading the real problems? STAN Memorial Lecture Series Publications, 20, 5–11.
Wilson, C., Woolfson, L., & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24(2), 218–234.
Zhou, N., Nguyen, H., Fischer, C., Richardson, D., & Warschauer, M. (2020). High school teachers’ self-efficacy in teaching computer science. ACM Transactions on Computing Education, 20(3), 1–18.
Copyright (c) 2021 Yusuf Laro Ibrahim, Yunus Adebunmi Fasasi, Mustapha Adam Ishola, Yusuf Suleiman
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- The Author/Authors agree(s) to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.
- As part of free publication mentioned in § 1, the Author/Authors agrees to make the full electronic version of their article available in the Internet.
- The Author/Authors agrees to index their article in databases at home and abroad, including abstracts and keywords as well as Author's/Authors’ affiliation in English and in other languages. The Author/Authors agrees to pass on the information mentioned above to the owners of these databases.
- The Author/Authors declares that their publication is original and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.
- The Author/Authors declares to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined.
- The Author/Authors declares to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).
- For more than one author, please complete the Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH). Please download, complete, scan and attach the file in the system during the submission process.
Authors Statement - Authorship Contributions
