Rural and Urban Kindergarten Teachers’ Self-Efficacy: Implications for the Implementation of the Standard-Based Curriculum in Ghana

Abstract

The study examined rural and urban kindergarten teachers’ teaching efficacy and its implications for the implementation of the standard-based curriculum in Ghana. It also examined whether kindergarten teachers’ teaching efficacy differs in terms of teaching experience. It also sought to determine the influence of gender, academic and professional qualification, job satisfaction, and teaching and learning resources on teaching efficacy. The Teacher Sense of Efficacy Scale (TSES) was used to collect online data from 375 kindergarten teachers drawn from rural and urban school settings. Findings from the study showed that kindergarten teachers in rural school settings reported higher levels of teaching efficacy in the area of instruction and pupil engagement than their urban counterparts. Again, rural and urban kindergarten teachers’ teaching efficacy differs across the different categories of teaching experience in areas of instruction and engagement but not for classroom management. The findings further showed that job satisfaction did not influence kindergarten teachers’ teaching efficacy. It is concluded that the Ghana Education Service should organize continuing professional development programmes to boost and sustain kindergarten teachers’ self-efficacy in areas of instruction, classroom management, and engagement. Implications of the study’s findings to research and practice are also discussed.