Abstract:
The focus of the study was to examine the self-efficacy variances of
kindergarten teachers based on their background characteristics in Central Region, Ghana.
A descriptive cross-sectional survey was employed. Data were gathered from 1413 KG
teachers using a questionnaire adapted from the Ohio Teachers Efficacy Scale. The teachers
were randomly selected from ten districts in the Central Region of Ghana. Data were
analysed using MANOVA. It came to light that statistically significant differences exist
between urban and rural teachers (p =.010); young, middle aged and old teachers (p =
.000); professional and non professional teachers (p = .018); novice, experienced and more
experienced teachers’ (p = .000) level of combined self-efficacy. However, there was no
difference in male and female teachers’ self-efficacy. It was recommended heads of schools
should develop peer assessment and mentoring models for teachers to facilitate interaction
between less experienced and young KG teachers and the older and more experienced ones;
qualified teachers should be posted to teach in kindergartens.
