Abstract:
Aim: To investigate the influence of job group on teachers’ self-efficacy in public secondary schools.
Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 327 teachers was drawn using stratified random sampling based on Israel’s sample size formula.
Study Design: A mixed method approach and a concurrent triangulation design were adopted. Place and Duration of Study: Teachers in public secondary schools in Kisumu County, Kenya, between June 2016 and September 2016.
Methodology: Interview schedule and questionnaire were used to collect qualitative and quantitative data respectively. Interview schedule and questionnaire were piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically while quantitative data was analyzed using descriptive statistics and inferential statistics, which was MANOVA.
Conclusion: The quantitative findings revealed that teachers’ job group had no significant influence on teachers’ self-efficacy while qualitative data revealed that teachers’ job group had an influence on teachers’ self-efficacy.
