Teacher efficacy and classroom management in Africa: A metaanalysis

Abstract

Teachers exert a potent influence over the achievement of all students, more specifically, low-income culturally diverse students in most African countries. Although recent research has confirmed that teacher involvement is critical for promoting academic engagement of low-income and ethnically diverse students, there has been limited research in Africa. The purpose of this article is to synthesise the literature that examines the effect of teacher efficacy and classroom management on academic and behavioural outcomes of students, especially from low social economic status in Africa. A meta-analysis was conducted and reported according to the preferred reporting items for meta-analyses (PRISMA). The sample was drawn from the database search performed between January and March 2015 on PsychINFO, Google Scholar and Sabinet. The results of this meta-analysis support the findings of the studies that have been done elsewhere out of Africa that suggest a significant correlation between teacher self-efficacy and increased students' achievement, by influencing teachers' instructional practices, enthusiasm, commitment, and teaching behaviour. Apart from imparting knowledge and skills, teachers' efficacy also helps students to define who they are and ultimately influence their motivation and performance.