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Strategies for enhancing teachers’ self-efficacy in secondary schools

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dc.contributor.author Sylvester JO Odanga, Pamela A Raburu, Peter JO Aloka
dc.date.accessioned 2020-07-28T09:23:52Z
dc.date.available 2020-07-28T09:23:52Z
dc.date.issued 2018
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/1606
dc.description.abstract Aim: To determine strategies for enhancing self-efficacy among secondary school teachers. Sample: The study population was 1790 teachers in 143 public secondary schools from which a sample of 12 teachers was drawn using strategic sampling. 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 was used to collect qualitative data. Interview schedule was piloted with teachers who did not participate in the study to establish validity and reliability. Qualitative data was transcribed verbatim and analyzed thematically. Conclusion: The qualitative findings revealed that better remuneration, improvement in working conditions, capacity-building programs and facilitative style of leadership were effective strategies in enhancing teachers’ self-efficacy. en_US
dc.publisher Asian Research Journal of Arts & Social Sciences en_US
dc.subject Self-efficacy; strategies; teachers; leadership; capacity-building; remuneration. en_US
dc.title Strategies for enhancing teachers’ self-efficacy in secondary schools en_US
dc.type Article en_US


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