Secondary School Teachers’ Perceived Self- efficacy in the Execution of School Counsellors’ Roles in Tanzania

Christina Nelson Mbilinyi, Chris Mauki Mauki, Afrael Sarakikya


This study investigated secondary school teachers’ perceived self-efficacy in executing school counsellors’ roles in Tanzania. This was a descriptive survey research design study in which a stratified random sampling technique was employed to obtain 250 secondary school teachers whose responses were collected using the self-efficacy [SST-SE] scale. Data were subjected to descriptive and inferential statistical analysis. Findings revealed that secondary school teachers had low self-efficacy to execute school counsellors’ roles. Moreover, no statistically significant difference was found in self-efficacy based on the teachers’ gender, education level, teacher education training programme and in-service counselling training. However, the study revealed a statistically significant difference in perceived self-efficacy relative to teachers’ teaching experience and as counsellors. The study recommends that secondary school teachers should be equipped with adequate counselling knowledge and skills to boost their perceived self- efficacy in handling diverse school counsellors‘ roles.
Keywords: counsellor role, secondary schools, secondary school teachers, self-efficacy,

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