scholarly journals Effect of principals' relationship management on the organisational commitment of teachers in secondary school in county governments in Kenya

2020 ◽  
Vol 11 (7) ◽  
pp. 2755-2777
Author(s):  
Nancy Minjire Waweru ◽  
Hazel Gachunga ◽  
John Mwangi Kihoro
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Relationship Management ◽  
Simple Random Sampling ◽  
Positive Influence ◽  
Organisational Commitment ◽  
County Governments ◽  
Service Commission ◽  
The Relationship

The purpose of this study was to investigate the influence principals’ relationship management (RM) on the organizational commitment (OC) of secondary school teachers in county governments in Kenya as moderated by teachers’ self-efficacy. This study hypothesized that principals’ RM has no significant relationship on the teachers’ OC. Survey research design was employed to establish the relationship between principals’ RM and teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires. This study established that principals’ RM was a significant predictor of teachers’ OC. The study also established that teachers’ self-efficacy moderated the relationship between principals’ RM and teachers’ OC and that self-efficacy had positive influence on teachers OC. The study recommends that Teachers’ Service Commission (teachers’ employer) should put more emphasize on training of RM among principals in secondary schools in Kenya. This study makes useful contribution in the advancement of knowledge on the effects of principals’ RM on teachers’ OC in Kenya.

scholarly journals Influence of principals' self-management on the organisational commitment of teachers in secondary school in county governments in Kenya

2020 ◽  
Vol 11 (4) ◽  
pp. 1434
Author(s):  
Nancy Minjire Waweru ◽  
Hazel Gachunga ◽  
John Mwaniki Kihoro
Keyword(s):  
Organizational Commitment ◽  
Secondary Schools ◽  
Self Efficacy ◽  
Simple Random Sampling ◽  
Positive Influence ◽  
Self Management ◽  
Organisational Commitment ◽  
County Governments ◽  
Independent Variable ◽  
The Relationship

Committed employees are likely to work harder and more efficiently, and stay in their jobs longer than less committed employees. Research indicate that the leader’s self-management may influence the organizational commitment of employees as they feel good about working with such leaders since they are more likely to react to problems in a more controlled manner and may be more accommodative to different views of the subordinates. The purpose of this study was to investigate the influence of principals’ (head of secondary schools) self-management on the organizational commitment (OC) of teachers as moderated by teachers’ self-efficacy. The dependent variable in this study is OC, while the independent variable is self-management (a dimension of emotional intelligence) and the moderating variable is teachers’ self-efficacy. This study hypothesized that principal’s self-management has no significant relationship on teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. A survey questionnaire was used to collect data from the respondents. Collected data was analyzed through independent samples t-test, descriptive statistics, correlation analysis and multiple regression. The study established that principals’ self-management had a significant correlation with teachers’ OC. It also established that teachers’ self-efficacy moderated the relationship between principals’ self-management and teachers’ OC and that self-efficacy had positive influence on teachers OC. This study makes useful contribution in the advancement of knowledge on the influence of principals’ self-management on teachers’ OC in Kenya.

scholarly journals Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

2020 ◽  
Vol 3 (1) ◽  
pp. 38-44
Author(s):  
Atoyebi Adeola Olusegun ◽  
Omoteso Bonke Adepeju ◽  
Babalola Tofunmi Matthew
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Academic Competence ◽  
Positive Influence ◽  
School Students ◽  
Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

scholarly journals THE RELATIONSHIP OF ATTITUDE, READINESS AND TEACHER SELF- EFFICACY WITH PROFESSIONAL LEARNING COMMUNITY IN SABAH

2020 ◽  
Vol 5 (37) ◽  
pp. 221-231
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Teacher Attitude ◽  
Eastern Zone ◽  
The Relationship

The purpose of this study was to examine the relationship as well as the direct and indirect influence of teacher attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) of urban secondary school teachers in Sabah. The level of teacher attitude, readiness, and self-efficacy as the independent variable and Professional Learning Community (PLC) as the dependent variable. This study was carried out using questionnaires instruments. This study involved 360 teachers comprising north zone, south zone, west coast zone, east coast zone, eastern zone in Sabah who have been selected through the cluster and simple random sampling. The data were analyzed using the Statistical Package For Science (SPSS) version 21.0 to get accurate results. The study found that there was a significant relationship between the three independent variables and the dependent variable. The self-efficacy variable showed the strongest and significant relationship compared to the other two variables with a relationship strength of 0.396 (p <0.01). It is hoped that this study will provide useful information for improving the implementation of the Professional Learning Community in each school.

scholarly journals Influence of Self-efficacy on Academic Competence of Secondary School Students in Osun State

2020 ◽  
pp. 38-44
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Academic Competence ◽  
Positive Influence ◽  
School Students ◽  
Senior Secondary

The study ascertained the level of academic competence of secondary school students in Osun State and also determined level of self-efficacy of the students. It investigated the influence of self-efficacy on the students’ academic competence. These were with a view to providing information on factor that could influence the academic competence of secondary school students. The study adopted descriptive survey research design. The population for the study comprised senior secondary school students in Osun State. The sample size comprised 600 respondents, selected using multistage sampling technique. One Local Government Area (LGA) was selected from each of the three senatorial districts in the State using simple random sampling technique. From each LGA, four senior secondary schools were selected using simple random sampling technique (12 schools in all) and from each school, 50 students were selected from senior secondary II using simple random sampling technique. Three instruments were used to collect information for the study, namely: Academic Competence Evaluation Scale (ACES), and General Self-Efficacy Scale (GSES). Data collected were analyzed using percentages and ANOVA. The results showed that 9.41%, 60.21% and 30.37% of secondary school students in Osun State demonstrated low, moderate and high levels of academic competence respectively. The results of the study also indicated that there was a significant positive influence of self-efficacy on academic competence of the students (F =69.35; p<0.05). The study concluded that self-efficacy influenced academic competence of secondary school students in Osun State.

scholarly journals Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 35-38
Author(s):  
Hadiya Habib
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
The Self ◽  
Professional Commitment ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship

In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

Examining Correlates between School Teacher’s Self-Efficacy and Their Job Involvement

2017 ◽  
Vol 3 (12) ◽  
pp. 194
Author(s):  
Shalini Srivastava ◽  
Gaurav Tiwari ◽  
Anugamini Priya Srivastava
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Secondary School Teachers ◽  
School Context ◽  
Job Involvement ◽  
The Self ◽  
School Teachers ◽  
Deviation Analysis ◽  
The Relationship

The objective of this study is to examine the relationship between self-efficacy and job involvement. Data for the study was collected from secondary school teachers of Uttarakhand region, India. Validity, internal consistency and reliability of the measures were evaluated. Correlation analysis, mean and standard deviation analysis was conducted to evaluate the hypothesis. Findings indicate that the measures of self-efficacy and job involvement are capable of generalization in secondary school context. Further teacher self-efficacy was positively and significantly correlated to teacher sense of job involvement. This study is important as it contributes towards the self-cognitive theory provided by Bandura.

scholarly journals The Use of Teacher's Joke Increases Students’ Involvement inside Classroom

2018 ◽  
Vol 5 (10) ◽  
pp. 5039-5046
Author(s):  
Nor Azizah Ahmad ◽  
Suriani Mohamed ◽  
Khairul Anuar Hasnan ◽  
Norhayati Ali ◽  
Farah Najwa Ahmad Puad
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
School Teachers ◽  
The Relationship ◽  
Face Expressions

The purpose of the study was to identify the type of joke and the frequency of joke s used inside the classroom. In addition, studies have also been conducted to examine the involvement of students when element of joke is applied in the classroom and determine the relationship between joke frequency and students’ involvement. This study is a quantitative type of survey. The instrument used is a set of four parts questionnaire. The populations studied involved secondary school teachers in Muallim District while the samples studied was selected using simple random sampling. The number of samples involved is 269 people. The findings show that the majority of teachers in Muallim District use jokes while teaching in the classroom. Among the jokes applied are jests, cynics, funny face expressions and funny stories (n = 92, Percentage = 34.20%). However, the joke frequency inside the classroom is moderate (n = 164, Percentage = 61.00%). Furthermore, the findings show that the use of joke element can make students to feel more at ease with the teacher when speaking or interacting (n = 115, Percentage = 38.50%). Correlation analysis indicated that there was a link between frequency of joke used and student’s involvement when joke was applied in the classroom (r = 0.42, p <0.05). It can be concluded that the application of joke element is commendable inside the classroom, however, the joke frequency needs to be controlled as it can disrupt the students focus on learning.

scholarly journals Demographic Variables Effect the Organizational Commitment of Teachers: Myth or Reality

sjesr ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 293-300
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Ishaq ◽  
Dr. Allah Nawaz
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Marital Status ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
School Work ◽  
The Relationship

The existing study was expected to identify the relationship between organizational commitment and demographic variation of private secondary school teachers. The study’s objectives were; (i) to identify the relationship between qualification and organizational commitment of secondary school teachers, (ii)to find out the relationship between marital status and organizational commitment of secondary school teachers, and (iii) to identify the relationship between teaching experience and organizational commitment of secondary school teachers. The nature of the study was descriptive and quantitative and for the collection of data, the survey method was used. In Rawalpindi and Islamabad, there was 13764 private secondary school, work. Through simple random sampling techniques, 860 teachers were randomly selected. Organizational Commitment Scale (OCS) developed by Allen and Meyer (1997) was used as a research instrument in this study. The researcher individually visited the sampled schools and collected the data. To test hypotheses, analysis of variance (ANOVA) was used. It was found that there is no correlation among academic, professional qualification, and marital status with the organizational commitment of teachers. It is further concluded that there is a relationship between the experience of teachers and the organizational commitment of teachers. The teachers have the experience of 1-5, 6-10, 11-15, and 16-20 years are more committed toward their jobs.

scholarly journals Does teachers' self-efficacy influence their organizational commitment?

2021 ◽  
Vol 12 (5) ◽  
pp. 1537-1553
Author(s):  
Nancy Minjire Waweru ◽  
Prof. John Mwaniki Kihoro ◽  
Prof. Hazel Gachoka Gachunga
Keyword(s):  
Organizational Commitment ◽  
Self Efficacy ◽  
Teaching Efficacy ◽  
Simple Random Sampling ◽  
Positive Influence ◽  
Correlation And Regression Analysis ◽  
Mastery Experiences ◽  
Study Population ◽  
Guided Mastery ◽  
The Relationship

Self-efficacy has become the focus of attention in the field of teaching. Teachers with higher teaching efficacy portray more enthusiasm for teaching and have greater commitment to teaching. The purpose of this study was to investigate whether self-efficacy has an influence on teachers’ organizational commitment (OC). This study hypothesized that teachers’ self-efficacy would have no significant relationship on teachers’ organizational commitment. The study employed survey research design to establish the relationship between self-efficacy and teachers’ OC. Simple random sampling was employed to draw a study population of 480 teachers in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. The data was analyzed through descriptive, correlation and regression analysis. The study established that teachers’ self-efficacy had positive influence on their OC which indicates that teachers with high self-efficacy were more committed to their institutions. The study recommends that teachers’ employer should provide new teachers with guided mastery experiences and come up with ways of building their self-efficacy in order to improve their OC. The study suggests further research on the effect of teachers’ self-efficacy on students’ achievements.

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