Abstract:
The study sought to examine the relationship between teachers’ self-efficacy and their classroom management practices among public Junior High School teachers in the Kwahu West Municipality. The descriptive survey design was used for the study. Proportional sampling and simple random sampling procedures were used to select a total sample of 217 respondents for the study. Two sets of questionnaires were employed for the study. The Tschannen-Moran and Woolfolk Hoy teacher self-efficacy scale (TSES) was adapted and a structured questionnaire on classroom management practices were used for the study. Frequencies and percentages, Mean and standard deviation, Pearson Product Moment Correlation and Independent sample t-test were used to analyse the data for the study. The results showed a statistically significant moderate positive correlation between teachers’ self-efficacy and classroom behaviour management practices. The study also revealed a statistically significant moderate positive correlation between teachers’ self-efficacy and instructional management practices as well as between teachers’ self-efficacy and student classroom engagement practices. The study recommends that the Ghana Education Service organise training programmes for teachers to receive more training in the fields of self-efficacy and classroom management practices to yield higher outcomes in the classroom management.
