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dc.contributor.author Moalosi, W.T.S.
dc.date.accessioned 2012-11-15T13:49:53Z
dc.date.available 2012-11-15T13:49:53Z
dc.date.issued 2012-09
dc.identifier.citation Moalosi, W.T.S. (2012) Teacher efficacy: is student engagement essential in Botswana junior secondary schools?, International Journal of Scientific Research in Education, Vol. 5, No. 3, pp. 207-213. en_US
dc.identifier.issn 1117-3259
dc.identifier.uri http://hdl.handle.net/10311/1054
dc.description.abstract This paper discusses student engagement in learning in junior secondary schools classes. Concern has been raised on the declining performance of students in junior secondary schools. The 2009 junior certificate results are a testimony to this concern. This paper investigates the response of Botswana junior secondary school teachers on three subscales, the Teacher Sense of Self Efficacy scale (TSES), efficacy in student engagement, instructional strategies and classroom management. The findings of this study suggest that teachers do not fully engage students in learning activities. Data was collected using a survey instrument administered to 1006 participants. Based on this study, decline in student performance can be linked to teachers failing to fully engage students in learning. Recommendations on how to engage students in learning are offered. en_US
dc.language.iso en en_US
dc.publisher IJSRE, http://www.ijsre.com en_US
dc.subject Student engagement en_US
dc.subject Classroom management en_US
dc.subject Instructional strategies en_US
dc.subject Teachers' sense of efficacy en_US
dc.subject Teacher efficacy en_US
dc.subject Instructional self-efficacy en_US
dc.title Teacher efficacy: is student engagement essential in Botswana junior secondary schools?. en_US
dc.type Published Article en_US
dc.link http://www.ijsre.com/Vol.,%205_3_-Moalosi.pdf en_US


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