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The study draws on 327 teachers selected through stratified and simple random sampling. Quantitative evidence is collected with the Teacher Self-Efficacy Scale (TSES), showing high reliability (α=0.996), and qualitative evidence is gathered via semi-structured interviews. MANOVA indicates age does not significantly affect overall self-efficacy (Wilk’s λ=0.947, p=0.498), but qualitative findings highlight a significant age-related effect in classroom management.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-age-on-teachers-self-efficacy-evidence-from-secondary-schools/593292/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-age-on-teachers-self-efficacy-evidence-from-secondary-schools/593292.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study investigates how teachers’ age affects self-efficacy among secondary school teachers in Kenya.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were quantitative and qualitative data collected?",{"text":117,"@type":113},"Quantitative data were collected using the Teacher Self-Efficacy Scale (TSES), and qualitative data were collected through semi-structured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the MANOVA results show about the effect of age?",{"text":121,"@type":113},"MANOVA results indicate that the effect of age on overall teachers’ self-efficacy is not significant (Wilk’s λ (6, 320) = 0.947, p = 0.498).",{"name":123,"@type":110,"acceptedAnswer":124},"What additional finding emerges from the qualitative analysis?",{"text":125,"@type":113},"Qualitative results report a significant effect of age on teachers’ self-efficacy specifically in classroom management.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593292,1792166646,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Effects ofAge on Teachers’ Self-Efficacy: Evidence from Secondary Schools  \nBy Sylvester JO Odanga∗ & Peter JO Aloka ±  \nThe study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996.  \nThe Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis.  \nQualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’Service Commission should carry out periodical assessment of teachers’ selfefficacy to identify teachers that are vulnerable to low self-efficacy.  \nKeywords: effects, age, self-efficacy, teachers, secondary schools, Kenya  \nIntroduction  \nThe study aimed to examine the effects ofage on self-efficacy among teachers in secondary schools in Kenya. Self-efficacy is very important as an aspect of positive psychology because it assists teachers to develop internal coping mechanism to challenges and also provide them with best strategies of managing students in classrooms. Self-efficacy is defined as a person’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives (Bandura, 1994). However, Alnoor, Al Abrrow, Abdullah, and Abbas (2020) defined self-efficacy as an individual's appreciation of his or her ability to perform occupational challenges successfully by mobilizing knowledge resources and pathways to meet professional requirements. Subsequently, Cheng et al., (2020) defined self-efficacy as one’s evaluation of his or her capability to perform professional tasks and the expectation of performing such professional behaviours successfully. Therefore, self-efficacy is the belief an individual has about himself or herself that the individual has the ability to successfully carry out an activity. Self-efficacy beliefs are very helpful as they determine both task performances among individuals. In addition, self-efficacy is associated with key motivational constructs such as causal attributions, self-concept, optimism, achievement goal orientation, academic help-seeking, anxiety, and value (Usher & Pajares, 2008). Self-efficacy is also connected to self-regulate learning, including students’ decision to stay in school (Caprara, Fida, & Vecchione, 2008), and academic procrastination  \n∗Lecturer, School of Education, University ofKabianga, Kenya.  \n±Senior Lecturer, Wits School of Education, University of the Witwatersrand, South Africa.  \n(Klassen, Krawchuk, & Rajani, 2008). According to Bandura (1997), people with low self-efficacy tend to doubt their capabilities and often avoid circumstances where they think they will fail. Self-efficacy and positive psychology both seek to evoke human strengths such as optimism, perseverance, and interpersonal skills (Seligman & Csikszentmihalyi, 2000) .  \nTeachers’ self-efficacy has been defined as teachers’ beliefs in their ability to effectively handle their professional tasks, obligations, and challenges (Barni, Danioni, & Benevene, 2019). According to Skaalvik and Skaalvik (2016), teacher’s self-efficacy is the teacher’s personal belief that they possess the ability to perform professional tasks of the teaching-learning process with mastery. Teachers’ selfefficacy is important because it affects teachers’ instructional quality and student motivational beliefs because it is positively related to instructional quality, which i","cbCaij0MTaPHRtss","https://ap.wps.com/l/cbCaij0MTaPHRtss","pdf",214823,13,"English","# Introduction\n## Study aim and concept of self-efficacy\n## Teachers’ self-efficacy and its domains\n## Prior findings and motivation for the study","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates how teachers’ age affects self-efficacy among secondary school teachers in Kenya.\"},{\"question\":\"How were quantitative and qualitative data collected?\",\"answer\":\"Quantitative data were collected using the Teacher Self-Efficacy Scale (TSES), and qualitative data were collected through semi-structured interviews.\"},{\"question\":\"What do the MANOVA results show about the effect of age?\",\"answer\":\"MANOVA results indicate that the effect of age on overall teachers’ self-efficacy is not significant (Wilk’s λ (6, 320) = 0.947, p = 0.498).\"},{\"question\":\"What additional finding emerges from the qualitative analysis?\",\"answer\":\"Qualitative results report a significant effect of age on teachers’ self-efficacy specifically in classroom management.\"}]","Effects of Age on Teachers’ Self-Efficacy - Evidence from Secondary Schools | PDF",1792076993,33]