Abstract:
This study was designed to determine the self-efficacy perceptions of
Social Studies teachers in relation to the teaching of Social Studies in Senior
High Schools in the Greater Accra Region of Ghana. Descriptive survey was
adopted for the study. Multistage sampling procedure was employed to select
a sample of 153Senior High School Social Studies teachers. Descriptive and
inferential statistics were employed to analysethe data. In addition an
independent t-test was employed to test four hypotheses that were formulated.
The findings revealed the self-efficacy perceptions of the Social
Studies teachers. However, the independent t-test revealed significant
differences in the perception of teachers’ self-efficacy based on their
professional qualification, specialization and teaching experience but gender
did not affect teachers’ efficacy beliefs significantly in teaching social studies.
The study concludes that teachers have high efficacy levels. This level
of teacher efficacy is affected by teacher professional qualification,
specialization and teaching experience. It is therefore recommended to
educational policy-makers to consider introducing the efficacy belief
instrument in schools to find out the efficacy belief levels of teachers before
assigning them to teach particular subjects.
