Teacher Self-Efficacy and Task Motivation as Correlates of Learners’ Academic Achievement among Grade Seven in Kweneng Region, Botswana
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Date
2024-11
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Kenyatta University
Abstract
Primary school academic achievement forms the foundation for societal progress and
the individual development of cognitive, emotional, and social competencies. However,
in the Kweneng Region of Botswana, Primary School Leaving Examination (PSLE)
scores have declined from 2018 to 2022. This is despite the government’s interventions
and stakeholder efforts to raise educational standards. Therefore, this study aimed to
investigate the correlation between teacher self-efficacy, motivation, and learners’
academic achievement among grade seven. Moreover, gender differences and the
prediction of learners’ academic achievement from teacher self-efficacy and
motivation were also analyzed. The Social Cognitive Theory and Cognitive Evaluation
Theory were used to guide the study. The study adopted a correlational research design
where 293 grade seven teachers across 92 schools in Kweneng Region Botswana were
targeted. A blend of purposive and probability sampling techniques including stratified
and simple random sampling was used to arrive at the study sample of 190 teachers.
Data collection was through self-report measures administered in-person as well as
student performance averages. The adapted scales Teacher Self-Efficacy Scale and the
Work-Task Motivation Scale for Teachers (WTMST) were used in the measurement of
the respective variables. To assess the reliability and validity of these instruments, a
pilot study using 19 teachers was conducted from three primary schools. Peer reviews
were used to check the content validity of the instruments whereas the Cronbach alpha
coefficients were used to assess their reliability. The findings of the study are as
follows; Bivariate correlational analyses revealed that both teacher self-efficacy (r
(188) = .20, p < .01) and teacher task motivation (r (188) = .17, p < .01) had a significant
positive relationship with learners’ academic achievement. Particularly for the specific
domains of teacher self-efficacy, self-efficacy in instructional strategies had a
comparatively stronger relationship with academic achievement, r (188) =.24 p < .01
whereas self- efficacy in student engagement had a weakest and non-significant
relationship with learners’ academic achievement, r (188) = .11, p >.05. Conversely,
independent samples t-test analyses established that there were no significant gender
differences in both teacher self-efficacy (t (188) = -0.26, p > .05) and task motivation
(t (188) = -1.55, p > .05). Lastly, multiple regression analyses established that teacher
self-efficacy and teacher task motivation significantly predict learners’ academic
achievement, F (2,188) = 5.46, p < .001, and accounted for 8.2% of the change in
learners’ academic achievement. The study recommended that the Ministry of
Education may consider inculcating self-efficacy in ongoing teacher professional
development programs and have workshops. School management may consider
fostering a positive work environment that recognizes teachers’ efforts and learners’
achievements in Kweneng Region, Botswana.
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirement for the Award of the Degree of Mastersineducation (Educational Psychology) in the School Ofeducation and Lifelong Learning of Kenyatta University, November, 2024