Teachers' self-efficacy and its role on effective classroom management at secondary schools in Johannesburg, South Africa

Abstract

Teacher self-efficacy and its influence on effective classroom management are fundamental aspects of teaching, learning and learners' academic outcomes. It is, therefore, crucial to have qualified, skilled, trained and effective teachers in classrooms. Hence, this study intended to identify the influence of teacher self-efficacy on effective classroom management. The research employed a generic qualitative research approach to investigate the phenomenon, using semi-structured interviews as the data collection method. A purposive sampling technique was used to identify 18 participants from six Johannesburg schools: 12 teachers and six school heads. It was found that physical and material resources are important for effective classroom management, but they cannot replace teachers' personal self-efficacy. In addition, some beginner and in-service teachers lacked classroom management skills, as they were not offered many skills improvement opportunities. It is thus recommended that teachers be provided with professional development opportunities to increase their effectiveness in classroom management.