The Impact of Constructivist Teaching on Class Performance among Teachers with Low Self-Efficacy

Constructivist teaching has the potential to help teachers with low-self efficacy to improve the academic performance of their students. The objective of this study was to gain an understanding of the impact of the use of the constructivist approach on classroom academic performance among teachers with low self-efficacy. Employing a quantitative research design, data was collected using the “Teacher Self-Efficacy Scale” questionnaire from Bandura (1997) translated and adapted to the Albanian language. In addition, objective observation has been done through the standardized instrument “The Classroom Assessment Scoring System”. The study was conducted in four primary schools in the municipality of Vushtrri, in Kosovo with a total of 20 teachers of grades I and V, who filled out the questionnaires and agreed to be objected to class observation. The study results reveal that teacher's self-efficacy has a strong and statistically significant relationship with the academic performance of the class (r= .729**, p< .001). The results of the Wilcoxon signed-rank test show a significant difference between academic performance before using the constructivist approach (M=37.90; SD=4.92)) and academic performance after using the constructivist approach (M=50.75; SD=4.14), [Z = -2.803, p = .005]. Received: 30 July 2024 / Accepted: 28 August 2024 / Published: 05 September 2024