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

Authors

  • Christina Nelson Mbilinyi Mkwawa University College of Education, Faculty of Education Department of Educational Psychology and Curriculum Studies Iringa, Tanzania
  • Chris Mauki Mauki University of Dar es Salaam, School of Education Department of Educational Psychology and Curriculum Studies Dar es Salaam, Tanzania
  • Afrael Sarakikya University of Dar es Salaam, School of Education Department of Educational Foundations, Management and Lifelong Learning Dar es Salaam, Tanzania

Abstract

Abstract
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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Published

2021-10-07

Issue

Vol. 38 No. 2 (2020): Papers in Education and Development

Section

Articles