Teacher-Efficacy a Determinant of Use of Collaborative Instructional Strategy: A Case of Lower Primary Grade Teachers in Mombasa City, Kenya
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Date
2023
Authors
Shiundu, Prisca Maseyi
Ong’ang’a, H.M Ouko
Journal Title
Journal ISSN
Volume Title
Publisher
IJRISS
Abstract
In the 21st century, education world over is quickly changing to embrace pedagogical approaches that enhance the acquisition of
the needed competencies. This study sought to investigate teacher-efficacy as a predictor of teachers’ use of collaborative
teaching learning strategy. The study locale was Mombasa city county, Kenya. The study population included both public and
private lower primary school teachers. The study adopted descriptive research design. A sample size of 113 schools where a
sample of 12 head teachers and 24 lower primary teachers formed the study sample. Data was collected using questionnaire,
interview and observation schedule. Data was sieved and analyzed using descriptive computation of frequencies and percentages.
The study findings revealed that teacher efficacy is an important determinant of teachers’ use of collaborative technique. The
study recommended the need to retool and empower teachers in order to boost their efficacy and readiness in teaching. Further
research should be conducted to determine teachers’ motivation levels against their service delivery.
Description
Article
Keywords
Collaborative Teaching, Lower primary Grades, Teacher-efficacy
Citation
Shiundu Prisca Maseyi, & Ong’ang’a H.M Ouko. (2023). Teacher Efficacy a Determinant of Use of Collaborative Instructional Strategy: A Case of Lower Primary Grade Teachers in Mombasa City, Kenya. International Journal of Research in Social Science and Humanities (IJRSS) ISSN:2582-6220, DOI: 10.47505/IJRSS, 4(8), 24–28. https://doi.org/10.47505/IJRSS.2023.V4.8.4