Abstract:
Teachers’ self-efficacy remains one of the most important constructs that determine their delivery and competence in
schools. In Kenya, it has been reported, that there is low teachers’ self-efficacy, however, no analytic attention had been paid to the
influence of school category. The study examined the influence of school category on teachers’ self-efficacy in Kenyan secondary
schools. The study used Concurrent Embedded Design. The sample size comprised 327 teachers, obtained using stratified sampling
technique. The Teacher Self-Efficacy Scale and an interview schedule were used to collect data. The reliability of teachers’ self-efficacy was ascertained by using Cronbach’s alpha and a reliability coefficient of 0.992 was obtained. Quantitative data was analyzed
using Multivariate Analysis of Variance, while qualitative data was analyzed thematically. The results indicated that the influence
of school category on teachers’ self-efficacy was significant, Wilk’s λ (2, 324)=0.893, p=0.000. Furthermore, the results show that
the influences of school category on teachers’ self-efficacy in student engagement, F (2, 324)=11.498, p=.000, instructional strategy,
F (2, 324)=8.432, p=0.000, and classroom management, F (2, 324)=10.173, p=0.000, were all statistically significant. The study
recommends that Teachers’ Service Commission should organize mentorship programs for teachers to boost their self-efficacies.
