Influence of Teachers Pedagogical Self-Efficacy and Feedback Mechanisms on Reflective Teaching Practices in Economics in Ibadan Metropolis

Abstract

This study investigated the influence of teachers’ pedagogical self-efficacy and feedback mechanisms on reflective teaching practices in economics in Ibadan Metropolis. A descriptive survey design was adopted, involving sample of 75 Economics teachers in secondary school drawn using stratified random sampling technique. The data collected were analysed using correlation and multiple regression analysis. The study reveal that; teachers’ reflective Teaching practices in economics as a subject had positive moderate relationship with Pedagogical self-efficacy (r= .653). Teachers’ reflective Teaching practices in economics as a subject had positive moderate relationship with feedback mechanism (r= .510). The pedagogical self-efficacy and feedback mechanism had a significant contribution to the prediction of Teachers’ reflective Teaching practices (F_(2,72)=33.09, Adj.R 2 =0.47 p<0.05). Pedagogical self-efficacy (β= 0.53) and feedback mechanism (β= 0.26) relatively contributed to Teachers’ reflective Teaching practices. The study concluded that both factors were critical to the development of the reflective teaching with self-efficacy having greater impact. The study recommended that the government and school authorities  should incorporate evidence-based strategies, workshops, and training sessions to equip teachers with the knowledge and skills needed to engage in reflective teaching practices for result-oriented teaching and learning.