NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108096
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1814-6627
Assessing the Teaching Efficacy Beliefs of Teacher Trainees: A Comparison of Two Institutions of Higher Learning in South Africa
Matoti, Sheila N.; Junqueira, Karen E.; Odora, Ronald J.
Africa Education Review, v10 n4 p634-653 2013
This study assessed the teaching efficacy beliefs of third-year teacher education students from two different institutions, in three categories: student engagement, instructional strategies and classroom management. The study used a descriptive survey design. The target population for the study was all third-year students enrolled in five different programmes in each of the two universities of technology. A questionnaire, named the Teacher Self-Efficacy Scale (TSES), was used as an instrument to collect data from the participants. A total of 204 students from the two universities of technology completed the questionnaire. The results of the study on teacher trainees' perceptions regarding their teaching efficacy beliefs revealed that 85% of the teacher trainees feel positive about their future occupation. The results therefore support the view that well-organised work integrated learning can lead to the development of a positive attitude towards the teaching profession.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A