Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeria: A Literature Review

ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student achievement, professional development, and school culture. The goal is to inform educational stakeholders and policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge, classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous professional development. Several studies in the Nigerian educational context consistently demonstrate a positive correlation between teachers’ self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction. Recommendations based on the literature review include advocating for comprehensive professional development programs, promoting mentorship and collaboration among educators, fostering supportive school leadership, integrating research-informed policies into educational practices, and encouraging further research to deepen the understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and improve student outcomes in Nigeria.

KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational system