Submitted in fulfilment
of the requirement for the degree
DOCTOR OF EDUCATION
in the
Department of Psychology of Education
of the
Faculty of Education
at the
University of Zululand, 2002. / The aims ofthis research were:
• To detennine the status of teacher efficacy in a number of
selected schools in KwaZulu-Natal.
• To suggest a number of recommendations for the improvement
of teacher efficacy in these schools.
The life-world of the teacher involves a complex network of
relationships with himself, with ideas, with objects and with others.
Teachers are achievement oriented. Most teachers strive to realise their
full potential through self-actualisation.
Various studies have been conducted on teacher efficacy to determine
the different dynamics that influence teacher motivation, teachers'
professional esteem, thinking, decision-making, and classroom
discipline and management. Results have shown that teachers with a
high sense of efficacy are generally strongly motivated and satisfied
with their jobs, persevere when faced with obstacles, maintain good
classroom discipline, and attempt to bring out the best in their students.
Conversely, teachers with a low sense of efficacy give up easily when
faced with obstacles, are afraid to accept challenges, feel inadequate in
the classroom, and harbour feelings of guilt and trepidation when their
students perform poorly.
For the purpose of the empirical investigation, a structured
questionnaire "vas used. Teachers from schools in the City of Durban
District were asked to complete the questionnaire. An analvsis was
done of the 150 completed questionnaires that were returned.
The data obtained was processed and interpreted by means of
descriptive and inferential statistics. The null hypothesis, namely that
there is no relation between the teacher's experience of the teaching
situation and his efficacy, that is, the power to produce the effect
wanted, has to be accepted.
In conclusion, a summary and certain fmdings emanating from the
literature study and the empirical investigation were presented. Based
on these findings, the following recommendations were made:
• Teachers need to be developed professionally. Proactive
professional development programmes should be designed to
extend the personal strengths of teachers. Professional
development provides opportunities for teachers to acquire new
skills and attitudes which can enhance their efficacy.
• Teaching conditions need to be reformed. This involves
transforming the microsystem, mesosystem, exosystem, and
macrosystem. Teachers need to undertake initiatives which are
designed to improve their efficacy. At the same time, school
management and education authorities need to improve working
conditions so that more effective teaching can take place.
• Teachers need to be satisfied \vith their jobs in order to perform
effectively. The workload of teachers needs to be reduced
considerably to enable them to focus more on particular tasks.
Furthermore, teachers reqmre greater incentives to motivate
them to perform more effectively.
• Stress in the workplace needs to be reduced if teachers are to
perform optimally. The onus rests on all role players to make a
concerted effort to control the level of stress in the workplace
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/789 |
| Date | January 2002 |
| Creators | Rangraje, Ismail. |
| Contributors | Urbani, G., van der Merwe, A. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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