Kindergarten teachers’ self-efficacy and their use of developmentally appropriate practices in selected districts in the Central Region, Ghana

Abstract

The intent of this study was to examine Kindergarten Teachers’ Self-efficacy and their use of Developmentally Appropriate Practices in Selected Districts in the Central Region of Ghana. The study was underpinned by the Social Cognitive Theory. The cross-sectional survey design was adopted for the study. The target population for the study was all kindergarten teachers in the Central Region of Ghana whiles the accessible population was all kindergarten teachers in Cape Coast Metropolitan and the Gomoa West District. Simple Random and Purposive sampling techniques were used in selecting the districts and respondents. The sample size for the study was 274 kindergarten teachers, data analysis was based on the responses from 264 respondents. The instrument used to gather the data was a set of self-developed questionnaire and adaption of the Tschannen Moran and Hoy Self efficacy scale. Descriptive statistics (Percentages and Means) and inferential statistics (Pearson Product Moment Correlation) were the quantitative analytical tools used. The findings revealed that, the kindergarten teachers had a positive perception about kindergarten education. The findings indicated that, kindergarten teachers in the study area had high self-efficacy especially in their classroom management practices. It was also revealed that kindergarten teachers used developmentally appropriate practice in their teaching learning activities. Finally, there was a strong positive correlation between kindergarten teachers’ self-efficacy and their developmentally appropriate practices and contrarily a weak positive correlation between kindergarten teachers’ self-efficacy and their teaching experience. The study recommended that stakeholders should organize workshops, seminars, for kindergarten teachers to educate and sensitize them on professional expectations with regards to early childhood education, self – efficacy and developmentally appropriate practices.