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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
Open Journal of Educational Research
| Vol 5, Issue 4
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.