Perceived levels of teacher efficacy and locus of control at secondary schools in Lejweleputswa school district

Abstract

ABSTRACT The aim in doing this study was to consider what research reports about

efficacious teachers and the extent of their locus of control. Teacher

Efficacy and Locus of Control was evaluated as part of the teacher’s personal

characteristics. Specifically, individuals with a high self-efficacy and

internal locus of control believe that outcomes are a result of their own

actions. Individuals possessing low self-efficacy and an external locus of

control will conclude that external factors of which they had no control,

such as luck, contributed to the specific outcome. Research shows that efficacious teachers are capable of changing learners’

attitudes about school, increasing their motivation to learn, and boosting

academic achievement. Teachers provide school education and teacher

efficiency is reflected in the teaching process and practice. Teacher

effectiveness ultimately determines the success of long lasting learning in

the classroom. Teachers’ successes are also displayed in learner outcomes.

The role of the teacher is to teach his or her learners through interacting

with them and to provide an ultimate learning climate. During this interaction, there are various factors that affect the

effectiveness of the teacher. Some of these factors, amongst others, include

influences of the environment, learner attitudes, the status of the teaching

profession and utmost the teacher’s personal characteristics. Combined with

teacher personal qualities, teaching will pursue an educational perspective

for the development of such learners that will perform to societal

expectations, demonstrating comprehensive academic skills for the promotion

of quality education.

The study ascertained the perceived levels of Teacher Efficacy and Locus of

Control with regard to classroom teaching among Further Education and

Training (FET) teachers in the Lejweleputswa district inclusive of the

underlying reasons for the latter. As a result, this study attempted to

outline the challenges facing education in South Africa today. Applied

Teacher Efficacy and Locus of Control will enhance teaching and learning in

our schools and; simultaneously, elevate our schools to a status of our

education system in South Africa to a competitive edge internationally. This study followed a concurrent explanatory approach whereby a quantitative

analysis was followed by a qualitative approach. The data was thus integrated

to lend itself to reliability and validity. Various tests were done in this

regard complimented by tests of normality and homoscedasticity. The analysis

of results was taken on a ‘step-down’ approach where the researcher conducted

Multivariate analysis (MANOVA) tests, Univariate analysis of variance (ANOVA)

tests, t-tests and item analysis for the purpose of further explanation.

Statistical significance was substantiated by practical significance through

item analysis and qualitative analysis of results. Although levels of Teacher Efficacy and Locus of Control statistically

satisfied the desired outcome, item analysis indicated that extraneous

variables were present, impinging on these levels. These variables, inclusive

of job satisfaction, training programmes, parental involvement and leaving

the teaching profession, amongst others, were discussed as part of the

results of the study. Significant variations were found in the different age

groups of teachers whereby the researcher in addition analysed ‘age’ as an

independent variable to the study.

This study recommends revisiting of essential aspects pertaining to the

teacher and the educational environment that will facilitate effective

functioning of the teacher workforce, complimenting levels of teacher

efficacy and locus of control.