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.
