Influence Of the Levels of Academic Self-Efficacy of Year One Student Teachers of the University of Rwanda–College of Education on Their Academic Performance
DOI:
https://doi.org/10.26437/4dkfwk07Keywords:
Academic self-efficacy. education. performance. student. teacherAbstract
Purpose: This study aimed to explore how academic self-efficacy influences the academic performance of first-year student teachers at the University of Rwanda–College of Education (UR-CE).
Design/Methodology/Approach: A mixed-method survey design was employed, combining quantitative and qualitative approaches. From a population of 1,435 students, a sample of 304 participants was selected using Cochran’s formula and systematic sampling. Data were collected through an academic self-efficacy questionnaire using a 5-level Likert scale, in-depth interviews with 20 students and another with 5 lecturers, and analysis of students’ annual academic marks in percentages. Quantitative data were processed using SPSS with descriptive statistics, Pearson’s correlation, and multiple regression, while qualitative responses were examined thematically.
Research Limitation: The study was limited to one college within the University of Rwanda, which may affect the generalizability of the findings across other contexts or disciplines.
Findings: Most students exhibited a moderate level of academic self-efficacy, particularly in self-regulated learning and persistence, whereas perceived competence was relatively lower. Approximately 78% reported moderate confidence in their abilities. Statistical tests revealed a strong positive correlation between self-efficacy and academic performance, with persistence having the highest relationship (r = 0.406, p < 0.01). Regression results confirmed that self-efficacy significantly predicts academic achievement (F = 26.35, p < 0.001).
Practical Implication: The findings highlight the need for institutions to strengthen initiatives that nurture students' self-belief, including mentorship, counselling, and interactive teaching strategies.
Social Implication: Strengthening academic self-efficacy among student teachers helps produce confident, competent educators who can improve the quality of teaching in schools. Ultimately, this advancement benefits communities by fostering better learning environments and supporting long-term educational and social development.
Originality/Value: This study provides context-specific evidence on how academic self-efficacy shapes the performance of first-year student teachers at the University of Rwanda–College of Education, a setting that has rarely been examined in prior research. By focusing on future teachers and integrating multiple dimensions of self-efficacy, it offers new insights for strengthening student success strategies in teacher education.
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