Task Self-Efficacy and Teachers’ Efficiency in Public Secondary Schools in Rivers State

Abstract

The study examined task self-efficacy and teacher’s efficiency in public secondary schools in Rivers State. Three objectives and three hypotheses were formulated to guide the study. A correlational survey design was adopted. The population of the study comprised two hundred and seventy-eighty (278) principals and five hundred and fifty-six (556) vice principals in public senior secondary schools in Rivers State, Nigeria. The sample of this study comprised four hundred, and seventeen (417) principals and vice principals in public senior secondary schools in Rivers State, Nigeria. This represented 50% of the entire population. The instrument used for data collection were questionnaires titled: Task Self-Efficacy Questionnaire (TSEQ) and Teachers Efficiency Questionnaire (TEQ)”. The reliability indices of the two instruments yielded 0.89 and 0.91, respectively. Simple regression analysis was used in answering the research questions, while t-test associated with simple regression was implored in testing the hypotheses. The findings revealed that there was significant relationship between disciplinary approach, motivation and instructional strategies and teacher’s efficiency in public secondary schools in Rivers State. The study concluded that, teachers' efficiency can be improved by using appropriate disciplinary procedures by school administrators. It will significantly improve teachers’ efficiency if school administrators implement stringent disciplinary measures to curb teacher laxity. In addition, teachers will be motivated to perform better at work if they are allowed to work freely without being closely supervised.