Exploring the Academic Self-Efficacy of the First Year Student Teachers of University of Rwanda-College of Education (UR-CE)

The research investigates the academic self-efficacy of first-year students at University of Rwanda-College of Education (UR-CE) in line with both Bandura’s social cognitive theory and self-efficacy theory. Utilizing a sequential explanatory model for quantitative and qualitative data collection, the research took place during academic year 2023 with total of 1,435 first-year students and it also engaged five members of the academic staff. Cochran’s formula was used to calculate sample size and 304 student teachers were randomly selected and 5academic staff member were selected, one from each of the five departments. A multi-stage sampling and simple random sampling were used to select the student teachers who undertook an online survey. After analyzing the quantitative statistical data, two in-depth interviews were conducted: one with 20 student teachers focusing on their academic self-efficacy and average scores, and another with five staff members from UR-CE. The overall mean for the four components of ASE on Likert scale was 3.67 which is equivalent to moderate ASE. The results of both in-depth interviews also confirmed these findings. The overall SD of scores in the four components of ASE is 1.91, indicating heterogeneity in levels of academic self-efficacy among UR-CE first-year teacher students. Self-regulated learning scored 3.89 indicating that first-year teachers excelled in regulating their learning to achieve academic goals, while competency scored 3,50 indicating that these student teachers have gaps in academic skills. In accordance with Bandura (2006)’s classification, 78.29% of student teachers have moderate ASE; 20.72% have high ASE; while 0.99% have low ASE. The study recommends that UR-CE improve programmes that enhance students' academic self-efficacy and other psychosocial skills, and include these skills in its recruitment criteria. Finally, it is recommended that lecturers use specific pedagogical strategies to stimulate students' academic self-efficacy rather than discourage them.