Teacher Efficacy a Determinant of Use of Collaborative Instructional Strategy: A Case of Lower Primary Grade Teachers in Mombasa City, Kenya

Abstract

 In the 21^st century, education world over is quickly changing to embrace pedagogical approaches that enhance the acquisition of the needed competencies. This study sought to investigate teacher-efficacy as a predictor of teachers’ use of collaborative teaching learning strategy. The study locale was Mombasa city county, Kenya. The study population included both public and private lower primary school teachers. The study adopted descriptive research design. A sample size of 113 schools where a sample of 12 head teachers and 24 lower primary teachers formed the study sample. Data was collected using questionnaire, interview and observation schedule. Data was sieved and analyzed using descriptive computation of frequencies and percentages. The study findings revealed that teacher efficacy is an important determinant of teachers’ use of collaborative technique. The study recommended the need to retool and empower teachers in order to boost their efficacy and readiness in teaching. Further research should be conducted to determine teachers’ motivation levels against their service delivery.