Relationship Between Teacher’s Self Efficacy and English Language Performance Among Form Three Students in Embu County, Kenya

The English language is a crucial subject in the Kenya school curriculum as it serves as the primary language of instruction for most subjects. This study was prompted by the concern of underwhelming performance among students. Its purpose was to explore the relationship between teachers’ self-efficacy in English teaching and English language performance. The research specifically targeted form three students in Embu County, Kenya. The study was guided by the following objectives: to ascertain the link between English teachers’ self-efficacy and English performance. This research was built upon Bandura’s (1997) self-efficacy theory and a correlational research design was used. The study focused on form three students who were preparing to take their KCSE examination in 2021, among a total of 50,675 students from 189 public schools in the county. In the initial stage, the researcher utilized simple random and stratified sampling methods to choose 17 schools from the 189 public secondary schools in Embu County. Teacher’s Self-efficacy scale created by Ralf Schwarzer (1999), along with oral interviews conducted with school principal were sed to collect data. A preliminary pilot study was carried out with 26 students, a group similar to the study’s participants, to assess the feasibility and reliability of the research instruments.