Teaching in a Diverse Society: Influence of Religious Literacy and Multicultural Teaching Competence on the Self-Efficacy of Religious and Moral Education Teachers in the Accra Metropolis, Ghana
Table 6.
Level of RME Teachers’ TSE
|
| Instructional Strategies Efficacy of RME Teachers |
|
|
| Statement |
R.C |
F |
% |
M |
SD |
|
|
| I can craft good questions for my students |
SA+MA+SLASD+MD+SLD |
4338 |
98.02.0 |
5.50 |
0.72 |
|
| I can use a variety of assessment strategies |
SA+MA+SLASD+MD+SLD |
4338 |
98.02.0 |
5.45 |
0.79 |
|
| I can implement alternative strategies in my classroom |
SA+MA+SLASD+MD+SLD |
4347 |
98.02.0 |
5.44 |
0.77 |
|
| I can adjust my lessons to the proper level for each individual student |
SA+MA+SLASD+MD+SLD |
4329 |
98.02.0 |
5.44 |
0.80 |
|
| I can provide an alternative explanation when students are confused. |
SA+MA+SLASD+MD+SLD |
4365 |
99.01.0 |
5.43 |
0.73 |
|
| I can measure student comprehension of what I have taught |
SA+MA+SLASD+MD+SLD |
43110 |
98.02.0 |
5.42 |
0.88 |
|
| I can respond to difficult questions from my students |
SA+MA+SLASD+MD+SLD |
43011 |
98.02.0 |
5.31 |
0.80 |
|
| I can provide appropriate challenging tasks for very capable students |
SA+MA+SLASD+MD+SLD |
42813 |
97.03 |
5.27 |
0.86 |
|
|
| Average |
|
|
|
5.40 |
0.61 |
|
|
| Classroom Management Efficacy of RME Teachers |
|
|
| Statement |
R.C |
F |
% |
M |
SD |
|
|
| I can establish routines to keep activities running smoothly. |
SA+MA+SLASD+MD+SLD |
4356 |
99.01.0 |
5.52 |
0.73 |
|
| I can do much to get my students to follow classroom rules. |
SA+MA+SLASD+MD+SLD |
43110 |
98.02.0 |
5.51 |
0.79 |
|
| I can control disruptive behaviour in the classroom. |
SA+MA+SLASD+MD+SLD |
42615 |
96.04.0 |
5.47 |
0.83 |
|
| I can establish a classroom management system with each group of students |
SA+MA+SLASD+MD+SLD |
4356 |
99.01.0 |
5.45 |
0.77 |
|
| I can do much to calm my student who is disruptive |
SA+MA+SLASD+MD+SLD |
4338 |
98.02.0 |
5.44 |
0.81 |
|
| I can keep a few problem students from ruining an entire lesson |
SA+MA+SLASD+MD+SLD |
43110 |
98.02.0 |
5.39 |
0.80 |
|
| I can make my expectation clear about student behaviour largely. |
SA+MA+SLASD+MD+SLD |
42912 |
97.03.0 |
5.32 |
0.85 |
|
| I can respond to disobedient students. |
SA+MA+SLASD+MD+SLD |
42813 |
97.03.0 |
5.30 |
0.91 |
|
|
| Average |
|
|
|
5.43 |
0.62 |
|
|
| Students Engagement Efficacy of RME Teachers |
|
|
| Statement |
R.C |
F |
% |
M |
SD |
|
|
| I can get my students to believe that they can do well in schoolwork |
SA+MA+SLASD+MD+SLD |
4365 |
99.01.0 |
5.62 |
0.71 |
|
| I can help my students to value learning |
SA+MA+SLASD+MD+SLD |
4338 |
98.02.0 |
5.52 |
0.76 |
|
| I can help my students think critically |
SA+MA+SLASD+MD+SLD |
42714 |
97.03.0 |
5.45 |
0.81 |
|
| I can foster student creativity |
SA+MA+SLASD+MD+SLD |
42813 |
97.03.0 |
5.42 |
0.82 |
|
| I can improve the understanding of my student who is failing |
SA+MA+SLASD+MD+SLD |
43011 |
98.02.0 |
5.35 |
0.83 |
|
| I can motivate my students who show low interest in schoolwork. |
SA+MA+SLASD+MD+SLD |
41823 |
95.05.0 |
5.31 |
0.99 |
|
| I can get through to the most difficult students |
SA+MA+SLASD+MD+SLD |
42714 |
97.03.0 |
5.29 |
0.88 |
|
| I can assist families in helping their children do well in school |
SA+MA+SLASD+MD+SLD |
42714 |
97.03.0 |
5.23 |
0.85 |
|
|
| Average |
|
|
|
5.48 |
0.64 |
|
|
Key 1: R.C= Response Choices, F= Frequency, %= Percentage, SD= Standard Deviation.
Key 2: SA= Strongly Agree, MA= Moderately Agree, SLA= Slightly Agree, SLD= Slightly Disagree, MD= Moderately Disagree and SD= Strongly Disagree.
|
|
