Influence of Teachers ' Self-Efficacy on Secondary School Students ' Achievement in Mathematics in Bayelsa State, Nigeria

Abstract

This research examined the impact of teacher self-efficacy on the performance of Bayelsa State secondary school students in Mathematics. Teacher self-efficacy refers to a teacher's confidence in their ability to plan and implement teaching tasks successfully. Teacher self-efficacy is a key factor in improving instruction and student performance. Mathematics, being a challenging subject, requires not only content knowledge but also strong pedagogical skills and self-confidence in teachers to facilitate student achievement. A descriptive correlational design was employed, involving 20 Mathematics teachers and 500 students from SS2 and SS3 who were randomly selected from state public secondary schools. The Teacher Self-Efficacy Scale (TSES) and the standardized Mathematics Achievement Test (MAT) were administered to gather data. The findings revealed a statistically significant positive relationship between teacher self-efficacy and student performance in Mathematics (r = 0.83, p < 0.01), implying that higher teacher self-efficacy results in improved student performance. 
The study highlighted the necessity of investing in teacher development programs to increase instructional efficacy and quality. It recommends that policymakers and school administrators in Bayelsa State emphasize continuous professional growth, mentoring, and classroom support frameworks to strengthen teacher self-efficacy to enhance students' achievement in Mathematics.