TEACHERS’ SELF-EFFICACY AND NCE STUDENTS’ ACADEMIC PERFORMANCE IN COLLEGES OF EDUCATION IN OSUN STATE, NIGERIA
Keywords:
Self-efficacy, academic performance, teacher education, instructional strategies, student engagement, Colleges of EducationAbstract
This study examined the relationship between teacher self-efficacy and the academic performance of Nigeria Certificate in Education (NCE) students in public Colleges of Education in Osun State, Nigeria. Anchored in Bandura’s Social Cognitive Theory, the study evaluated 174 lecturers from two colleges using a descriptive correlational design. Data were collected via an adapted Teachers’ Self-Efficacy Scale and an Academic Performance Rating Scale. Descriptive statistics and Pearson correlation were analyzed at a 0.05 significance level. Findings revealed high overall lecturer self-efficacy (M = 3.17), though classroom management was comparatively lower (M = 2.95). Student performance was rated as Good (M = 3.55). Significant positive correlations emerged across all subdimensions: instructional strategies (r = 0.48), classroom management (r = 0.43), and student engagement (r = 0.52), rejecting all null hypotheses. However, compared to international benchmarks, these high correlations suggest potential common method bias from the single-source design. The study recommends structured professional development in classroom management, objective institutional monitoring systems, and infrastructural upgrades. Furthermore, future research should employ multi-source longitudinal designs to generate more methodologically robust estimates within Nigerian Colleges of Education.
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