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<p>Motivational beliefs determine teachers’ instructional decisions, pedagogical practices and behaviour in the classroom. This study assessed the teaching efficacy beliefs (TEB) among Business Management teachers (BMTs) in the senior high schools (SHS). Using descriptive survey design, 125 BMTs were involved in the study through the census approach. The data was gathered using BMTEBQ-24 adapted from TSES and analysed using mean, standard deviation, repeated ANOVA and Factorial MANOVA. The results showed that BMTs were highly efficacious in instructional strategies, classroom management and student engagement. The multivariate analysis revealed that TEB significantly vary according to gender, age, qualification and teaching experience. Two levels interaction effects among the demographic profiles (gender, age, qualification and teaching experience) influence TEB among the teachers. The univariate analysis found that qualification significantly predicts TEB in student engagement. Additionally, there was significant difference in dimensions of TEB based on interaction effect between gender and age. The implications derived from the key findings of the research are presented for both theory and practice.</p>

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Predictors of business management teachers’ teaching self-efficacy beliefs using a multivariate analysis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月20日

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  • Edmond Kwesi Agormedah,
  • Leticia Bosu,
  • Ernestina Larbie

摘要

Motivational beliefs determine teachers’ instructional decisions, pedagogical practices and behaviour in the classroom. This study assessed the teaching efficacy beliefs (TEB) among Business Management teachers (BMTs) in the senior high schools (SHS). Using descriptive survey design, 125 BMTs were involved in the study through the census approach. The data was gathered using BMTEBQ-24 adapted from TSES and analysed using mean, standard deviation, repeated ANOVA and Factorial MANOVA. The results showed that BMTs were highly efficacious in instructional strategies, classroom management and student engagement. The multivariate analysis revealed that TEB significantly vary according to gender, age, qualification and teaching experience. Two levels interaction effects among the demographic profiles (gender, age, qualification and teaching experience) influence TEB among the teachers. The univariate analysis found that qualification significantly predicts TEB in student engagement. Additionally, there was significant difference in dimensions of TEB based on interaction effect between gender and age. The implications derived from the key findings of the research are presented for both theory and practice.