Thesis (M. Ed. (Educ. Psych.)) - Central University of Technology, Free State, 2013 / ABSTRACT
The aim in doing this study was to consider what research reports about
efficacious teachers and the extent of their locus of control. Teacher
Efficacy and Locus of Control was evaluated as part of the teacher’s personal
characteristics. Specifically, individuals with a high self-efficacy and
internal locus of control believe that outcomes are a result of their own
actions. Individuals possessing low self-efficacy and an external locus of
control will conclude that external factors of which they had no control,
such as luck, contributed to the specific outcome.
Research shows that efficacious teachers are capable of changing learners’
attitudes about school, increasing their motivation to learn, and boosting
academic achievement. Teachers provide school education and teacher
efficiency is reflected in the teaching process and practice. Teacher
effectiveness ultimately determines the success of long lasting learning in
the classroom. Teachers’ successes are also displayed in learner outcomes.
The role of the teacher is to teach his or her learners through interacting
with them and to provide an ultimate learning climate.
During this interaction, there are various factors that affect the
effectiveness of the teacher. Some of these factors, amongst others, include
influences of the environment, learner attitudes, the status of the teaching
profession and utmost the teacher’s personal characteristics. Combined with
teacher personal qualities, teaching will pursue an educational perspective
for the development of such learners that will perform to societal
expectations, demonstrating comprehensive academic skills for the promotion
of quality education.
The study ascertained the perceived levels of Teacher Efficacy and Locus of
Control with regard to classroom teaching among Further Education and
Training (FET) teachers in the Lejweleputswa district inclusive of the
underlying reasons for the latter. As a result, this study attempted to
outline the challenges facing education in South Africa today. Applied
Teacher Efficacy and Locus of Control will enhance teaching and learning in
our schools and; simultaneously, elevate our schools to a status of our
education system in South Africa to a competitive edge internationally.
This study followed a concurrent explanatory approach whereby a quantitative
analysis was followed by a qualitative approach. The data was thus integrated
to lend itself to reliability and validity. Various tests were done in this
regard complimented by tests of normality and homoscedasticity. The analysis
of results was taken on a ‘step-down’ approach where the researcher conducted
Multivariate analysis (MANOVA) tests, Univariate analysis of variance (ANOVA)
tests, t-tests and item analysis for the purpose of further explanation.
Statistical significance was substantiated by practical significance through
item analysis and qualitative analysis of results.
Although levels of Teacher Efficacy and Locus of Control statistically
satisfied the desired outcome, item analysis indicated that extraneous
variables were present, impinging on these levels. These variables, inclusive
of job satisfaction, training programmes, parental involvement and leaving
the teaching profession, amongst others, were discussed as part of the
results of the study. Significant variations were found in the different age
groups of teachers whereby the researcher in addition analysed ‘age’ as an
independent variable to the study.
This study recommends revisiting of essential aspects pertaining to the
teacher and the educational environment that will facilitate effective
functioning of the teacher workforce, complimenting levels of teacher
efficacy and locus of control.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cut/oai:ir.cut.ac.za:11462/214 |
| Date | January 2013 |
| Creators | Van der Merwe, Mariette |
| Contributors | Selaledi, D.K., Central University of Technology, Free State. Faculty of Humanities |
| Publisher | Welkom : Central University of Technology, Free State |
| Source Sets | South African National ETD Portal |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | 7 016 013 bytes, 1 file, Application/PDF |
| Rights | Central University of Technology, Free State |
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