441

SELF-EFFICACY AS PREDICTOR OF JOB PERFORMANCE OF

PUBLIC SECONDARY SCHOOL TEACHERS IN OSUN STATE.

Olayi wol a, I. O
*

Department of Educati onal Foundati ons and Counsel l i ng
Obaf emi Awol owo Uni versi ty
I l e-I f e, Ni geri a

Abstract
The study investigated the level of job performance
and self-efficacy of public secondary school
teachers in Osun State. It also examined self-
efficacy as a predictor of teachers job performance
with a view to enhancing job productivity.
The study adopted survey design. The
population consisted of public secondary school
teachers in Osun State. Fifteen public secondary
schools were purposively selected from three
randomly selected Local Government Areas (LGAs)
of the state out of which 574 teachers and Heads
of Departments (H.O.Ds) were selected. The
teachers were selected randomly, while all the
HODs participated in the study. Two research
instruments were used for data collection. These
are Teachers Efficacy Scale (TES) and Job
Performance Scale (JPS). The TES elicited
information on teachers ability to influence
students learning, ability to enlist parental
support, persistence and resilience. The JPS
contained items that measured teachers job
performance. The instruments were subjected to
test-retest reliability with coefficients of 0.88 for
TES and 0.81 for JPS. Data were analyzed using
percentages, correlation and linear regression
analysis.
The results showed that 95% of the teachers
were rated low on job performance while 90.4%
were rated low on self - efficacy. The study further
revealed that there were significant correlations

*
E- ma i l : Ol ayi wol as o l a2006@ya hoo. c om

Ife PsychologIA; Volume 9 Number 1, March 2011
442

between job performance and self-efficacy (r = .849
p < .05). The results also showed that self-efficacy
significantly predicted job performance (R

= .721,
F(1,572) = 1477.214; p < .05). The study concluded
that teachers would perform very well on their jobs
if they have high self-efficacy.


Introduction
In Nigeria educational institutions, adequate teachers self-efficacy is
a very vital construct to the realization of the objectives and aims of
education as stated in National Policy on Education. Mahar (2004)
emphasized the importance of teachers job performance when she
observed that school teachers are principal instruments in
awakening the child to cultural values, in preparing him or her for
later professional training and in helping him adjust normally to his
environment.
Ololube (2006) posited that teachers are the most important
group of professionals for our nation's future. In any educational
institution, it is the work of the teachers that determines the degree
of success or failure in the institution's effort to achieve its goal of
integrating morality and learning. It is the teacher who gives the
institution its credibility and determines its character (Peterson,
1995). The teacher is the vehicle through which the subject matter is
presented to the students. In the classroom situation, the teacher
interprets the curriculum, understands the learning process and
situation, and must know the learner individually.
Nwaokolo (1998) while commenting on teacher efficacy in Nigerian
public schools noted that teachers themselves have not done much
to improve their image. According to him, teachers are perceived as
guilty of inferiority complex, always complaining and are unable to
assert their rights or project their professional image when
necessary. Self-efficacy, according to Bandura (1977), is the belief in
ones capabilities to organize and execute the courses of action
required to produce given attainments. It is a belief that one has the
capabilities to execute the causes of actions required to manage
prospective situations. Arnold (2006) defined self-efficacy as the belief
that one has the power to produce competence.
Teachers self-efficacy has been found to be one of the
important variables consistently related to positive teaching behavior
and student outcomes (Gibson & Dembo, 1984: Ashton & Webb,
1986; Enochs, Scharmann, & Rigg, 1995: Woolfolk & Hoy, 1990.
Henson. 2001). Teachers self-efficacy is the belief that one is capable
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
443

of exercising personal control over one's behaviour, thinking, and
emotions. Effective teachers believe that they can make a difference
in children's lives, and they teach in ways that demonstrate this
belief. What teachers believe about their capability is a strong
predictor of teacher effectiveness. Research on the efficacy of
teachers suggested that behaviors such as persistence at a task, risk
taking, and the use of innovations are related to degrees of efficacy
(Ashton & Webb, 1986). According to them, highly efficacious
teachers are more likely to use open-ended, inquiry; student directed
teaching strategies, while teachers with a low self- efficacy are likely
to use teacher- directed teaching strategies such as lecture or
reading from the textbook. Research indicated that students
generally learn more from teachers with high self-efficacy than those
same students would learn from those teachers whose self-efficacy is
low (Ashton & Webb 1986). Wolf and Hoy (1990) argued that teacher
efficacy is one of the few constructs about teachers that are related to
the behavior of learning of students.
Enochs and Riggs (1990) claimed that a teacher's belief
system is important in teaching. They suggested that two types of
beliefs seemed relevant, viz: belief that student learning can be
influenced by effective teaching (outcome expectancy beliefs) and
confidence or belief in one's own teaching ability (self-efficacy belief).
(Gibson & Dembo, 1984). Self-efficacy directly affects the levels of
motivation and actions individuals engage. By determining what
activities they are more likely to accomplish, the adult learner
engages in actions in which they are more likely to succeed.
According to Pajares (2001), and Schunk & Pajares (2001), research
studies have demonstrated that self-efficacy affects the level of
motivation, learning, and achievement
Self-efficacy is an essential part of learning that affects the
individual's belief that it is possible to engage and complete a task. If
self-efficacy is of that great account as a characteristic that affects
the performance of teachers in the classroom, the inclusion of the
concept in the teaching practices of teachers can enhance students
ability and prevent them from withdrawing from their study
programs.
Bouffard-Bouchard (1990) found out in a research that teachers
whose self-efficacy had been raised used more efficient problem-
solving strategies on task and outperformed teachers whose self-
efficacy had been lowered. It cannot be disputed that self-efficacy has
been a much more consistent predictor of behaviour and behaviour
Ife PsychologIA; Volume 9 Number 1, March 2011
444

change than has any of the other closely related expectancy variables
for example, self-concept (Graham and Weiner, 1995).
Self-efficacy also enhances teachers memory performance by
enhancing persistence (Berry, 1987). Also, Lent, Brown, and Larkin
(1984, 1986), concluded that high self-efficacy had been
demonstrated to influence the performance necessary to maintain
high job performance. Researchers have reported that teachers
beliefs of personal efficacy affect their instructional activities and
their orientation toward the educational process.
According to Woofolk and Hoy (1990), teachers with a low sense of
efficacy tend to hold a custodial orientation that takes a pessimistic
view of students motivation, emphasize rigid control of classroom
behaviour and rely on extrinsic inducements and negative sanctions
to get students to study. On the other hand, teachers with high
efficacy create mastery experiences for their students. Also, Gibson &
Dembo (1994) discovered that teachers with low instructional efficacy
undermine students cognitive development as well as students
judgment of their own capabilities. Teacher efficacy also predicts
students achievement and students achievement beliefs across
various areas and levels (Ashton & Webb 1986; Migley, Feldlaufer,
and Eccles, 1989).
Teacher efficacy has been discovered by various educational
researches to be connected with many educational variables (Adewolu
2006). According to him, such variables include teacher effectiveness
as discovered by Guskey and Passero (1994); commitment and
enthusiasm to teaching (Coladarci, 1992 and Allinder, 1994);
students achievement (McGee, 2002); teachers instructional
behaviour and attitude (Brouwers, 2003); teachers organization
skills, enthusiasm and more innovation in the classroom (Evans and
Tribble, 1986; and Guskeg, 1988); students efficacy and interest in
school work (Anderson et al 1988, Woolfolk, Rossott and Hoy 1990);
teachers motivation and persistence (Tehanne-Mora and Hoy, 2001)
Brouwers (2003) and Tsui (2004) discovered that
teacher efficacy determines the extent to which the teacher believes
that students motivation and learning lie within his control. McGee
(2002) confirmed in a study that the ability of teachers to foster
learning requires development of a persevering spirit in such
teachers, particularly in the course of teaching difficult students. To
Ashton and Webb (1986); Tschanen-Moran, Woolfolk Hoy and Hoy
(1998), the efficacy beliefs of teacher are themselves related to their
instructional practices and to their students achievement and
psychological well-being. Efficacious teachers create classroom
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
445

climates in which academic rigor, intellectual challenges and
achievement of academic excellence are encouraged. Effective
teachers, according to Anderson (1991) are those, who achieve the
goals that education aims at achieving, or goals set for education by
parents, administration, government and ministries of education
Since teachers could be said to form the backbone of education in
any society, it is important to determine the level of teachers self-
efficacy in relation to their performance level in Osun State public
secondary schools. To achieve this, the following questions and
hypotheses can then be raised
Research Questions
(1) What is the level of teachers job performance?
(2) What is the level of teachers self-efficacy?

Research Hypotheses
1. There is no significant relationship between self-efficacy and job
performance of public secondary school teachers.
2. Self-efficacy will not significantly predict teachers job
performance

Methods
The research design used for the study was a survey. The population
consisted of the 22,920 teachers that made up the public secondary
school teachers in Osun State. Three Local Government Areas (LGAs)
were randomly chosen from the 30 LGAs in Osun-State. Fifteen
schools were purposively chosen from the 25 schools in these three
LGAs with five schools from each LGA. The five schools chosen had
the largest numbers of teaching staff. Sample of 600 teachers (40
teachers from each school) were selected for this study. The teachers
were selected randomly while the Heads of Departments were
selected purposively because all the HODs were used. Out of the 600
questionnaire administered only 574 were recovered. The 600
teachers selected were given questionnaire on Self-Efficacy while the
Heads of Departments rated the teachers with Job Performance
Scale. Out of the 600 questionnaire administered only 574 were
analyzable. Teachers Efficacy Scale (TES) developed and validated by
Adewolu (2006) and self developed Job Performance Scale (JPS) were
used for the study.
The TES was divided into three parts. Part A and B. Part A
solicited responses on the personal data of the respondents such as
age, length of service, highest teaching qualification. Part B contained
items that measured self-efficacy of teachers. This instrument was
Ife PsychologIA; Volume 9 Number 1, March 2011
446

developed and validated by Adewolu (2006). The instrument has 24
items. The scale has a Crombachs Alpha and Split-half reliability
coefficients of 0.88 and 0.99 respectively. The response format used
for the scale was the Likert format with options ranging from
Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree
(SD) to Undecided (U). The values of each of these options are 5,4,3,2
and 1 respectively. The interpretations of the weight to the responses
on the TES are as follows: 24-47: very low; 48-71: low; 72-95: high;
and 96-120: very high. Higher scores on the scale indicate high self-
efficacy while low scores indicate low self-efficacy. Two examples of
items on the scale are, The teacher could get students to work
together and The Teacher can assist parents in helping their
children do well in school.
The Job Performance Scale (JPS has 15 items. It measure job
performance factors such as ability to focus on result, quality of
delivery, ability to work in group and ability to work with little or no
supervision. It has reliability co-efficient of 0.81 after testing the
reliability within three weeks interval. The scores of each sample for
pre-test and post-test was analyzed using pearson product moment
correlation. The scale was designed on the format of the Likert model
with options ranging from Exactly True-5, Moderately True-4, Rarely
True-3, Not at all True-2 and Undecided-1. The interpretations of the
weight to the response on the JPS are as follows: 15-29: very low; 30-
44: low; 45-59: high; and 60-75: very high. Higher scores on the
scale indicate high job performance while low scores on the scale
indicate low job performance. The scale was divided into two parts.
Part A was used to collect personal information about the heads of
departments and the particular teacher that is being assessed. Part B
contained items that were used to assess teachers performance. The
Job Performance Scale was used to assess the job performance level
of the teacher and was completed by the various heads of
Departments of the teachers. Data were analyzed using percentages,
Pearson Product Moment Correlation and Linear Regression
Analyses. The analysis of the data was made possible using the
Statistical Package for the Social Science (SPSS) and the hypotheses
were tested at 0.05 level of significance.

RESULTS
Research Question 1: What is the level of teachers job
performance?
In order to answer this question, the information collected on the
level of teachers Job Performance (JP) was subjected to percentage
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
447

analysis. The response format used for the scale was the Likert
format with options ranging from Strongly Agree (SA), Agree (A),
Disagree (D) and Strongly Disagree (SD) to Undecided (U). The values
of each of these options are 5,4,3,2 and 1 respectively. The
interpretations of the weight to the response on the JPS are as
follows: 15-29: very low; 30-44: low; 45-59: high; and 60-75: very
high. Higher scores on the scale indicate high job performance while
low scores on the scale indicate low job performance. The responses
of the teachers were added together. The result are presented in table
1

Table 1: Analysis of Level of Teachers Job Performance
Frequency Percentage Cumulative Percentage
Very low 54 9.4 9.4
Low 490 85.4 94.8
High 3 0.5 95.3
Very high 27 4.7 100.0
Total 574 100

From Table1, the total number of respondents was 574, out of
which 27 recorded very high representing 4.7% of the total sample. 3
recorded high which was 0.5% while 490 was low and 54 very low
with 85.4% and 9.4% respectively. Based on the interpretation above,
this result showed a low level of teachers job performance.

Research Question 2: What is the level of Teacher Efficacy of the
sample?
In order to answer this question, the information collected on
the level of Teachers Efficacy (TE) was subjected to percentage
analysis. The response format used for the scale was the Likert
format with options ranging from Strongly Agree (SA), Agree (A),
Disagree (D) and Strongly Disagree (SD) to Undecided (U). The values
of each of these options are 5,4,3,2 and 1 respectively. The
interpretations of the weight to the responses on the TES are as
follows: 24-47: very low; 48-71: low; 72-95: high; and 96-120: very
high. Higher scores on the scale indicate high self-efficacy while low
scores indicate low self-efficacy. The responses of the teachers were
added together. The result is presented in Table 2





Ife PsychologIA; Volume 9 Number 1, March 2011
448

Table 2: Percentage Analysis of Level of Teachers Efficacy
Frequency Percentage Cumulative Percentage
Very low 202 35.2 35.2
Low 317 55.2 90.4
High 43 7.5 97.9
Very high 12 2.1 100.0
Total 574 100
From Table 2, the total number of respondents was 574, out of
which 12 recorded very high representing 2.1% of the total sample.
43 recorded high which was 7.5% while 317 was low and 202 very
low with 55.2% and 35.2% respectively. Based on the interpretation
above, this result showed a low level of teacher efficacy.

Hypothesis One
There is no significant relationship between self-efficacy and
job performance of public secondary school teachers. The scores of
teachers on self-efficacy were correlated with their job performance
scores. The results are presented in table 3
Table 3: The relationship between self-efficacy and job
performance of public secondary school teachers
Variables N Mean SD R P
Job
performance
574 33.83 2.79

.849





< .05

Self-efficacy 574 50.58 8.66
** Correlation is significant at the 0.05 level (2-tailed)
From Table 3, the total number of teachers is 574 and
Pearson correlation is .849 which is significant at .05 level (n =574; r
=.849; p< .05). These results showed that there is a significant and
positive relationship between self-efficacy and job performance of
teachers. The null hypothesis which states that there is no
significant relationship between self-efficacy and job performance of
public secondary school teachers was therefore rejected by the
findings of this study. The implication of this finding is that the
higher the efficacy of teachers the higher their job performance and
the lower the efficacy of teachers the lower their job performance.
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
449

To determine the contribution of teacher efficacy, to the
prediction of job performance, a stepwise regression analysis was
undertaken. Results are as shown in Table 4 below.
Hypothesis Two
Table 4: Model Summary of the Stepwise Linear Regression
Analysis for the combined contributions of Teacher efficacy.to
the prediction of job performance

Mo
del

R

R Square

Adjusted
R Square

Std.
Error
of the
Estim
ate

Change Statistics
R
Square
Change
F
Change
df
1
Df2 Sig. F
Change
1 .85(a) .721 .720 1.48 .72 1477.21 1 572 .05
a Predictors: (Constant), teacher efficacy
The results in Table 4 above indicated that when teacher
efficacy was introduced to the regression model as the first variable
on the basis of its relationship with job performance, a significant
prediction was indicated (R = .849; R
2
= .721; R
2
(adj) = .720; F(1,572) =
1477.214; p < .05). This revealed that 72.1% of the variance in job
performance was accounted for by teacher efficacy alone.

Discussion
The analysis of the research questions showed that the levels of
teachers job performance and self-efficacy are low. The performance
of teachers job performance in Nigerian public schools is low. This
low performance of teachers no doubt reflected in the performance of
their students in external examinations. As noted by Adisa (2008)
while commenting on the results of the Senior Secondary School
Examination conducted by the West Africa Examination Council in
June 2008. The result showed that 1,369, 142 students sat for the
examination, but only 188, 442 students made five credit pass with
English Language and Mathematics. This mean only 13.76% passed
the examination. He was of the opinion that the performance of the
teachers is low which may be as a result of factors relating to
teachers efficacy and lack of motivation. This also confirmed the
observations of Johnson (1986), Nwaokolo (1999), Ofoegbu (2004)
and Osunde & Izevibigie (2006) when they agreed that teachers
attitude towards the achievement of the institutional goal is low. The
low level of job performance of teachers, no doubt was as a result of
their low level of self-efficacy since studies carried out by Aston &
Webb (1986), Enochs, Scherman & Riggs (1995), Czubag (1996) and
Henson (2001) ascertained that low level of self-efficacy may lead to
Ife PsychologIA; Volume 9 Number 1, March 2011
450

low job performance. This assertion by them confirmed the result on
table three which showed that self-efficacy has a significant and
positive relationship with job performance.
The low level of self-efficacy may be as a result of the low image that
is accorded to the teaching profession as observed by Abati (2008).
Also, teacher efficacy significantly predicted job performance
as shown on tables seven and eight. Teacher efficacy alone accounted
for 72.1% of the variance in job performance.. This means that when
teachers have high self-efficacy, they would be motivated to perform
their duties. It has been observed that self-efficacy factors of
resilience, and persistence would enable the teachers to face any
challenges that may confront them when discharging their duties.
Collins (1982) corroborated this fact when he found that teachers
with high self-efficacy will tackle more problems correctly than
teachers with low self-efficacy. Pajares (2001) and Schunk & Pajares
(2001) confirmed this when they discovered in a research studies
that self-efficacy affects the level of motivation. This supported the
findings of Graham & Weiner (1995) and Adewolu (2006) when they
stated that self-efficacy is a much more consistent predictor of
behaviour and behaviour change than has any of the other closely
expectancy variables. Teachers with high self-efficacy are under less
stress and are more successful in teaching as noted by Czubag
(1996). Therefore, the students of these teachers feel less school
related stress and take over higher scores in their assessments.
A number of implications could be drawn from the findings of
the study. First, it can be implied that school workers can be more
committed, more contented and more effective and efficient in the
performance of their duties if they are allowed to develop their self-
efficacy beliefs. Nigerian government should pay more attention to
teachers dignity and self-esteem.

Recommendations
Based on the findings of this study the discussions and implications,
the following recommendations will appear relevant.
There is the need for the government and school authority to enrich
the job of the teachers so that they can develop their self-efficacy
beliefs. Teachers themselves should believe in themselves by
developing abilities to influence students learning. In order to boost
the ego, morale and prestige of teachers, the government, school
supervisors and the general public should accord them more
recognition. Government should boost the image of the teachers so
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
451

that the teachers can develop their personal competence and
effectiveness








































Ife PsychologIA; Volume 9 Number 1, March 2011
452

References
Abati, (2008). A Nation of angry teachers. The Nigerian Village Square
(June) Retrieved from
http://www.Nigeriavillagesquare.com/index.php?option=com-
content on 15
th
, July 2008
Adewolu, B.A. (2006). The development and validation of a teacher
efficacy scale for Nigerian Secondary School Teachers.
Unpublished Ph.D. Thesis submitted to the Department of
Educational Foundations and Counseling, Obafemi Awolowo
University. Ile-Ife.
Adisa, B. (2008) Students and W.A.E.C. Exams: Hope deferred.
Retrieved on 2
nd

November,2008fromhttp://www.guardiannewsngr.co
m/editorial.opinion/articleon //indexn2- html?pdate
Allinder, R.M. (1994). The relationship between efficacy and the
instructional practices of special education teachers
and consultants. Teacher Education and Special Education.
17, 86-95.
Anderson, C.A., Jenings, D.L. & Arnoult, L.H. (1988). Validity and
utility of the attributional style construct at a moderate level
of specificity. Journal of Personality and Social
Psychology. 55. 979-990.
Arnold, J. (2006) Nineteen propositions concerning the nature of
effective thinking for career management. British
journal of Guidance and counseling retrieved on
15/8/2007 from
http://www.ingentaconnect.com/content/routeledge
Ashton, P.T. & Webb, R.B. (1986). Making a difference: Teachers
sense of efficacy and student achievement. New York:
Longman.
Bandura, A. (1977). Self- efficacy: Towards a unifying theory of
behavioural change psychological review, 84, 191-215.
Berry, J..M. (1987, September). A self-efficacy model of memory
performance. Paper presented at the meeting of the American
Psychological Association. New York.
Bouffard-Bouchard, T. (1990). Influence of self-efficacy on
performance in a cognitive task. Journal of Social Psychology,
130, 353-363.
Brouwers, A. (2003). A test of the factorial validity of the teacher
efficacy scale. Research
in education. Retrieved on February 12

, 1997. from
http://www.findarticles.com/particulars/mi+qa 3765.
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
453

Coladarci, T. (1992). Teachers sense of efficacy and commitment to
teaching. Journal of Experimental Education. 60, 323-337.
Czbag C.A. (1996). Maintaining teacher motivation, Education 116/3,
372-379.
Enochs, L.G. & Riggs, I.M. (1990). Further development of an
elementary science teacher efficacy beliefs instrument. A
Pre-service elementary scale. School Science and Mathematics,
90, 694-706.
Enochs, L.G., Scharmann, L.C & Rigg. L.M. (1995). The relationship
of pupil control of pre-service elementary science teacher self-
efficacy and outcome expectancy. Science Education. 76, 63-
75
Evans, E.D. & Tribble, M. (1986). Perceived teaching problems, self-
efficacy and commitment to teaching among pre-service
teachers. Journal of Educational Research, 89(2), 81-85.
Gibson, S. & Dembo, M.H. (1984). Teacher efficacy: A construct
validation. Journal of Educational Psychology. 76, 569-582
Graham, S. & Weiner, B. (1996). Theories and Principles of Motivation.
In D.C Berliner & R.C Calfe (Eds). Handbook of
Educational Psychology. New York: Simon & Schuster
Macmillan.
Guskey, T.R. (1988). Teacher efficacy, self-concept and attitude
towards the implementation of instructional innovation.
Teacher and Teacher Education 4(1), 63-69.
Guskey, T.R. & Passaro, P.D. (1994). Teacher efficacy: A study of
construct dimensions. American Educational Research
Journal. 31, 627-645.
Henson, R.K. (2001). Teacher efficacy scale: Substantive implications
and measurement dilemmas. Keynote Address. Annual
Meeting of the Educational Research Exchange. Texas A & M
University College Station. Texas. Retrieved on 15
th
,
February, 2005 from
http://www.css.edu/uses/dshenson/web/scaledevstart.html
Johnson, S.M.(1986). Incentives for teachers: What motivates, what
matters Educational Administration Quarterly. 22 (3).
54-79.
Lent, R.W., Brown, S.D. & Larkin, K.C. (1986). Self-efficacy in the
prediction of academic performance and perceived career
options. Journal of Counseling Psychology. 33, 265-269.
Lent, R.W., Brown, S.D. & Larkin, K.C. (1984). Relation of self-
efficacy expectations to academic achievement and
persistence. Journal of Counseling of Psychology. 31, 356-362.
Ife PsychologIA; Volume 9 Number 1, March 2011
454

Mahar, C. (2004). Should teachers be paid based on merit? Yes
Education Report.
August12Retrievedon12/11/2008fromhttp://www.ed
ucationreport.org/pubs/mar/ar ticule.aspx/id =6747
McGee, K.D. (2002). Investigating the role of teacher efficacy in
teacher resilience. In S.L Knight (Chair). Investigating teacher
efficacy: Historical dilemmas, current approaches and future
possibilities. Symposium conducted at the annual meeting of
the American Educational Research Association, New Orleans.
LA.
Midgely, C.Feldlaufer, H. & Eccles, J.S. (1989). Change in teacher
efficacy and student self- and task-related beliefs in
mathematics during the transition to junior High School.
Journal of Educational Psychology. 81 (2), 247-258.
Nwaokolo, S.C. (1998). The status of teachers in Nigeria The Asaba
Educator. Technical and Science Education Journal. (1) 6-
15
Ofoegbu, F.I. (2004). Teacher motivation; a factor for classroom
effectiveness and school improvement in Nigeria. College
Student Journal, March. Retrieved from
http://www.findarticles.com/p/articles.mi-mofeR/13-
138/ai-n6073200
Ololube, N.P. (2006). Teachers job satisfaction and motivation for
school effectiveness. An assessment. Retrieved on 12
th

December 2007 from
http://www.usca.edu/essays/vol182006/ololubepdf
Osunde, A.E. & Izevibigie, T.I. (2006). An assessment of teachers
attitude towards teaching profession in Midwestern Nigeria.
Educator Spring. Retrieved from http://
www.Nigeriavillagesquare.com/index.php?option=com
Pajares, F. (2001). Self-efficacy beliefs in academic settings. Review of
Educational Research. 66 (4). 543-578. Retrieved March 31,
2002 from http://Valdosta. Edu/-Whuitt/psy 702/files/self
eff. Html.
Peterson, K.D. (1995). Teacher Evaluation: A Comprehensive Guide to
New Directions and Practices. Thousand Oaks, C.A: Corwin
Press, Inc.
Schunk, D.H. & Pajares, F. (2001). The development of academic self-
efficacy. In A.Wigfield & J. Eccles (Eds). Development of
Achievement Motivation. San Diego: American Press.
Olayiwola, I. O.: Self-Efficacy as Predictors of Job Performance
455

Tschannen-Moran, M., Woolfolk-Hoy, A. (2001). Teacher efficacy:
Capturing an elusive concept. Teaching and Teacher
Education, 17, 783-805.
Tsui, A.B. (2004). Understanding expertise in teaching. 20
th

Anniversary Public Lecture. Faculty of Education, the
University of Hong Kong, Hong Kong. Retrieved from
www.hku.hku/education
Woolfolk, A.E. & Hoy, W.K (1990). Prospective teachers sense of
efficacy and beliefs about control. Journal of Educational
Psychology. 82, 81-91.
Woolfolk, A.E., Rosoff, B. & Hoy, W.K. (1990). Teachers sense of
efficacy and their beliefs about managing students. Teacher
Education. 6, 137-148.
Yalokwu, P.O. (2000). Management Concepts and Techniques. (2
nd
,
Ed). Lagos: Peak Publishers
Reproducedwith permission of thecopyright owner. Further reproductionprohibited without permission.