Abstract:
This study investigates the self-efficacy beliefs of financial accounting teachers in the Kumasi Metropolis, where they teach financial accounting in senior high schools. Employing a quantitative approach and utilising a descriptive survey design, the study sampled 135 financial accounting teachers. Data collection involved a 5-point Likert scale questionnaire ranging from strongly agree to strongly disagree. Subsequently, the gathered data underwent analysis employing both descriptive statistics (mean and standard deviation) and inferential statistics (ANOVA and independent t-test). The study shows that financial accounting teachers exhibit high self-efficacy beliefs in classroom management and instructional strategy, whereas their beliefs in student engagement are moderate. Notably, there is no statistically significant difference observed in gender regarding teachers‘ self-efficacy beliefs in student engagement and instructional strategy. However, a significant difference exists between gender and teachers‘ self-efficacy beliefs in classroom management. Furthermore, the study finds no statistically significant difference in teachers' self-efficacy beliefs based on teaching experience and age. The study recommends that financial accounting teachers should participate in peer tutoring and collegial learning to adopt vicarious learning styles that enhance their confidence levels in instructional strategy and student engagement when teaching financial accounting.
