Teachers’ efficacy beliefs in the implementation of senior high school economics curriculum

Abstract

The purpose of this study was to assess the level of economics teachers’ efficacy beliefs in the implementation of Senior High School Economics curriculum. This study did not only assess the level of Economics teachers’ efficacy, beliefs, but also examined the differences in teacher efficacy beliefs across gender and professional qualifications. The study focused on Senior High School Economics teachers in the Western Region of Ghana. Descriptive survey design was used to determine the level of Economics teachers’ efficacy beliefs and the differences in teacher efficacy beliefs across gender and professional qualification. Simple random sampling was used to select 123 Economics teachers. The long form of Teacher Sense of Efficacy Scale (TSES) was used to collect the data and the data collected were analyzed using mean and standard deviation and T-test. The results showed that teachers have high efficacy beliefs in the implementation of Senior High School Economics curriculum. Again, there were no statistically significant differences in teacher efficacy level across gender and professional qualification. It was recommended that teachereducators, Ghana Education Service and school authorities should organize selfefficacy enhancement programmes for teachers so as to sustain or improve their efficacy beliefs.