1.1 Introduction
Students' self-reliance refers to the ability of learners to take responsibility for their own learning by demonstrating independence, confidence, and initiative in academic tasks without excessive dependence on the teacher. It involves skills such as critical thinking, problem-solving, self-directed learning, and the ability to engage with learning materials independently (Zimmerman, 2002). In History Education, self-reliant students are expected to analyze historical events, interpret sources, and construct knowledge with minimal guidance, thereby developing deeper understanding and intellectual autonomy.
In the context of education, especially History Education, teachers' self-efficacy is considered a key factor that shapes instructional quality and the learning experiences of students. History Education involves the study of past events, interpretations, and critical analysis of historical sources, and it requires instructional strategies that encourage active participation and independent thinking among learners.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Teachers' self-efficacy has been widely recognized as a crucial factor influencing instructional quality and student learning outcomes across different educational settings. According to Bandura (1997), self-efficacy refers to individuals' beliefs in their capabilities to organize and execute the actions required to achieve specific goals. In the context of teaching, this concept is extended to teachers' confidence in their ability to effectively deliver instruction, manage classrooms, and support students' academic development. Bandura (1997) asserted that individuals with high self-efficacy tend to approach difficult tasks with greater confidence and persistence, while those with low self-efficacy are more likely to avoid challenging situations or give up easily when faced with obstacles. In education, this psychological construct plays a central role in shaping teachers' instructional practices and their impact on learners.
According to Tschannen-Moran and Woolfolk Hoy (2001), teacher self-efficacy is defined as the belief teachers hold about their ability to influence student engagement and learning, even among those who may be difficult or unmotivated. They reported that teachers with strong self-efficacy are more likely to use innovative teaching strategies, maintain positive classroom environments, and persist in helping students overcome learning difficulties. This implies that teacher self-efficacy is not only about personal confidence but also about its practical influence on students' academic experiences and outcomes. In History Education, where learners are expected to interpret events, analyze sources, and develop critical understanding of the past, the role of teacher confidence becomes even more significant.
Zimmerman (2002) stated that, self-reliance in students is closely related to self-regulated learning, which involves learners taking responsibility for their own learning processes through goal setting, self-monitoring, and self-reflection. Zimmerman (2002) contended that self-reliant learners demonstrate independence in acquiring knowledge, solving problems, and applying learned concepts without constant dependence on the teacher. In History Education, this form of independence is essential because the subject requires learners to go beyond memorization and engage in analytical thinking, interpretation of historical evidence, and construction of informed judgments.
According to Schunk (2012), teacher beliefs and perceptions significantly influence instructional behavior and student motivation. Schunk (2012) stated that teachers who believe strongly in their instructional capabilities are more likely to create engaging learning environments that encourage student participation and autonomy. In situations where teachers exhibit high self-efficacy, they tend to adopt learner-centered approaches such as discussion, inquiry-based learning, and collaborative activities, all of which promote independent thinking among students.
Hoy and Spero (2005) affirmed that, beginning teachers often experience fluctuations in self-efficacy, which may affect their instructional effectiveness and willingness to adopt student-centered approaches. In addition, the development of self-reliance among students is influenced by several factors, including teaching strategies, classroom environment, and teacher-student interaction. However, teacher self-efficacy remains a central determinant because it shapes how these factors are implemented in practice. When teachers are confident in their abilities, they are more likely to encourage students to take initiative, ask questions, and engage in independent learning activities. Conversely, low teacher self-efficacy may result in passive teaching styles that hinder the development of student independence.
This study therefore examines the relationship between teachers' self-efficacy and students' self-reliance in History Education, with a focus on how teachers' beliefs and instructional practices influence learners' ability to become independent and self-directed in their studies. This study is set against the backdrop of increasing concern over declining student independence in academic settings and the need to improve teaching effectiveness in History Education.
1.3 Statement of Problems
Investigation revealed that the issue of students' self-reliance in History Education has become a growing concern in contemporary classroom practice, particularly in secondary schools where learners often depend heavily on teachers for direction, interpretation, and completion of academic tasks. However, in many History Education classrooms, there is still an observable gap where students are not sufficiently encouraged to develop independent learning habits, critical thinking, and confidence in handling historical content without constant teacher intervention.
On the other hand, where teachers demonstrate high self-efficacy, there is usually a stronger tendency to adopt learner-centered strategies such as discussion, guided discovery, and reflective learning, which are associated with improved student independence and self-regulated learning (Zimmerman, 2002).
Furthermore, self-efficacy beliefs affect how educators motivate learners, structure learning experiences, and respond to academic challenges. Nevertheless, in many educational settings, inadequate teacher confidence, limited professional development, and reliance on traditional teaching methods continue to hinder the development of independent learning skills among students (Schunk, 2012). It is against this backdrop that this study seeks to investigate the effect of teachers self-efficacy on students self-reliance in History Education.
1.4 Aim and Objectives of Study
The aim of this study is to investigate how teachers' self-efficacy influences students' self-reliance in History Education. In achieving this aim, the following specific objectives were laid out as follows:
- Examine the level of teachers' self-efficacy in teaching History Education.
- Determine the level of students' self-reliance in History Education.
- Investigate the relationship between teachers' instructional self-efficacy and students' learning independence.
- Assess the influence of classroom management self-efficacy on students' self-reliance.
- Evaluate how student engagement strategies adopted by teachers affect students' self-reliance in History Education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of teachers' self-efficacy in teaching History Education?
- What is the level of students' self-reliance in History Education?
- What is the relationship between teachers' instructional self-efficacy and students' self-reliance?
- How does classroom management self-efficacy influence students' self-reliance?
- How do teachers' student engagement strategies affect students' self-reliance in History Education?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between teachers' instructional self-efficacy and students' self-reliance in History Education.
- H1: There is a significant relationship between teachers' instructional self-efficacy and students' self-reliance in History Education.
Hypothesis Two
- H0: There is no significant influence of classroom management self-efficacy on students' self-reliance in History Education.
- H1: There is a significant influence of classroom management self-efficacy on students' self-reliance in History Education.
Hypothesis Three
- H0: There is no significant effect of student engagement strategies on students' self-reliance in History Education.
- H1: There is a significant effect of student engagement strategies on students' self-reliance in History Education.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide useful information for improving teachers' instructional effectiveness and enhancing students' independence in History Education. Also, the outcome of this research will also assist teachers in improving their instructional confidence and classroom practices to enhance student self-reliance in History Education.
Furthermore, the research will help students develop stronger independent learning skills and improve their academic performance in History Education. In addition, the study will guide school administrators in organizing professional development programs that will improve teachers' self-efficacy and teaching effectiveness.
Lastly, the findings will benefit curriculum planners in improving History Education curriculum delivery to encourage learner independence.
1.8 Scope of Study
The scope of the research is focused on the effect of teachers self-efficacy on students self-reliance in history education within selected public secondary schools in Rivers State, Nigeria.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Teachers' Self-Efficacy:
Teachers' Self-Efficacy refers to the belief teachers hold in their ability to effectively teach, manage classrooms, and influence student learning outcomes (Bandura, 1997). It reflects how confident teachers is in performing instructional duties successfully.
Students' Self-Reliance:
Students' Self-Reliance refers to the ability of learners to take responsibility for their own learning, make decisions, and complete academic tasks independently without excessive dependence on teachers (Zimmerman, 2002).
History Education:
History Education refers to the academic study of past events, historical interpretation, and analysis of sources aimed at developing learners' understanding of historical developments and critical thinking skills.
Instructional Strategies:
Instructional Strategies refer to the methods and techniques used by teachers to deliver lessons and facilitate student learning in the classroom (Schunk, 2012).
Classroom Management:
Classroom Management refers to the ability of teachers to maintain a conducive learning environment that supports effective teaching and learning processes (Tschannen-Moran & Woolfolk Hoy, 2001).
Student Engagement:
Student Engagement refers to the level of participation, interest, and involvement of students in learning activities during instructional sessions.
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