Exploring economics teachers’ efficacy beliefs in the teaching of economics

Abstract

This study explored Economics teachers’ efficacy beliefs in the teaching of Economics. The quantitative research approach was adopted for the study with focus on the descriptive cross-sectional survey design. In total, 125 Senior High School Economics teachers were selected for the study. The Teacher Sense of Efficacy Scale was adapted as the data collection instrument for the study. Both descriptive statistics (e.g. means and standard deviations) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers were more efficacious in instructional strategies (M = 4.14, SD = .94) compared to classroom management (M = 4.04, SD = .97) and student engagement (M = 4.03, SD = .98). Also, it was found out that there was a statistically significant difference in Economics teachers’ efficacy in the teaching of Economics based on their teaching experience. However, the study revealed that there was no statistically significant difference in the Economics teachers’ efficacy based on school proprietorship and school location. Therefore, it was recommended that Ghana Education Service, Ministry of Education and Non-Governmental Organisations should continue to organise professional development programmes for teachers to ensure a continuous, progressive and consistent high efficacy level of Economics teachers. Also, private and public SHS headmasters should organise in-service training and professional development programmes for SHS teachers to further enrich their efficacy level. In the organisation of professional development programmes and seminars for teachers, equal attention should be given to rural and urban teachers.

Keywords:

• Economics teachers
• Efficacy
• Instructional strategies
• Student engagement
• School Location

Public Interest Statement

The teaching of Economics is an important part of preparing students for success in the modern economy. As such, it is essential to understand the efficacy beliefs of economics teachers in order to ensure that students are receiving the best possible education. This paper explores Senior High School Economics teachers’ efficacy beliefs in the teaching of Economics. The findings revealed that Economics teachers were more efficacious in instructional strategies compared to classroom management and student engagement. Also, a difference in the effect of teaching experience on teachers’ student engagement efficacy for private and public schools was found, but there was no difference in the Economics teachers’ efficacy based on school proprietorship and school location. Therefore, in the organisation of professional development programmes and seminars for teachers, equal attention should be given to rural and urban teachers.

Data availability statement

The data on which the findings and conclusions of the study are derived will be available upon request from the corresponding author at [email protected]. This request will be considered in 12 months’ time after the publication of this article.

Disclosure statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Additional information

Funding

The authors received no direct funding for this research.

Notes on contributors

Mumuni Baba Yidana

Mumuni Baba Yidana is an Associate Professor of Curriculum Development (Economics) in the Department of Business and Social Sciences Education at the University of Cape Coast. His research interest includes Educational Assessment, Curriculum Change and Evaluation, Curriculum Theory, Teacher Education in Economics, Economics of Education and Application of Multiple Intelligences approach in Economics. He has over 20 years of professional experience in managing projects relating to Curriculum Development and Economics Education.

Francis Arthur

Francis Arthur holds a Master of Philosophy degree in Economics Education. He is currently a Ph.D candidate in Economics Education in the Department of Business and Social Sciences Education at the University of Cape Coast who is passionate about research on issues concerning teaching and learning of Economics with much interest in emerging issues such as Preservice and In-service Teachers’ Self-Efficacy, Academic Engagement, Application of Multiple Intelligences Approach and Artificial Intelligence in Teaching and Learning.