Influence of tutors self-efficacy on students academic achievement in the colleges of education in Ghana

Edwin Adjei; Samuel Obed Amoah; Francis Britwum; Henry Yaw Acheampong; Elizabeth Adoma Sefah

Influence of tutors self-efficacy on students academic achievement in the colleges of education in Ghana

Authors
Edwin Adjei, Samuel Obed Amoah, Francis Britwum, Henry Yaw Acheampong, Elizabeth Adoma Sefah

Abstract
The purpose of the study was to examine contributions of tutor’s self-efficacy on academic achievement of College of Education students in Ghana. The study employed the descriptive survey design. A multi-stage sampling procedures were used in the selection process. Proportionate, simple random and purposive sampling techniques were used in the selection process. In all 317 tutors participated in the study. Students’ achievement test scores were used as a measure of student’s achievement. Multiple linear regression and independent sample t-test were used in testing the hypotheses. The results revealed that tutors’ self-efficacy (students’ behaviour, instructional management, classroom management) did not predict students’ academic achievement. When the total tutors’ self-efficacy construct was joined together it also did not predict students’ academic achievement. The results again, showed that there is no statistical significance gender difference in tutors’ self-efficacy. The study recommended that providing professional development to tutors improves tutor efficacy, instruction, and student accomplishment. Tutors' confidence and efficacy will rise if professional development is enhanced or made available to them, allowing them to manage the classroom, manage students' behaviour, and apply suitable ways to improve student accomplishment.

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