article · Cogent Education
Low student engagement presents a major barrier during secondary education, and teacher self-efficacy can play an important role in addressing this challenge. An investigation involving 714 secondary school teachers across the Amhara region of Ethiopia evaluated the connection between teacher confidence and student participation. The findings indicate that students displayed significantly below-average levels of both behavioural and cognitive engagement. Conversely, teachers reported significantly above-average self-efficacy regarding classroom management, instructional strategy selection, and student engagement methods. Despite this gap, statistical analysis established a significant link between the two factors, with teacher self-efficacy accounting for 19.4% of the variance observed in student engagement. Enhancing teacher efficacy can therefore serve as an avenue to improve student learning involvement, although further context-specific studies remain necessary to confirm the consistency of these patterns across different environments.
Student disengagement undermines academic success and educational outcomes. By showing that nearly a fifth of student engagement variance links directly to teacher self-efficacy, this research highlights how investing in teachers' confidence and classroom instructional skills can directly influence learner participation in secondary schools.
The abstract does not indicate an application pathway or commercialisation opportunity, as it presents early-stage empirical educational research without specifying products, training tools, or intervention programmes.
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Less engagement in learning among students’ becomes an obstacle to their academic journey, which teacher self-efficacy can influence. This study examined the level and linkages between students’ engagement and teacher self-efficacy using data from 714 selected secondary school teachers in the Amhara region of Ethiopia. Descriptive and correlational survey designs were employed to determine the status and associations among study variables. CFA was used to ensure the validity of the instruments: student engagement and teacher self-efficacy scales. The data was analyzed using mean, standard deviations, one sample t-test, Pearson correlation, and multiple regressions. The study revealed that students’ behavioral and cognitive engagement were significantly below average, while teachers had significantly above-average self-efficacy in engaging students, managing classrooms, and using various instructional strategies. Nonetheless, a change in student engagement was significantly associated with teacher self-efficacy. The regression analysis disclosed that teacher self-efficacy accounted for 19.4% of the variance in student engagement. The study’s conclusions have implications for teacher efficacy, which is important in enhancing student engagement. Besides, diverse context-specific studies are required to ensure the stability of the study findings.
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DOI: 10.1080/2331186x.2024.2308432
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