The focus of the study was to examine the self-efficacy variances of kindergarten teachers based on their background characteristics in Central Region, Ghana. A descriptive cross-sectional survey was employed. Data were gathered from 1413 KG teachers using a questionnaire adapted from the Ohio Teachers Efficacy Scale. The teachers were randomly selected from ten districts in the Central Region of Ghana. Data were analysed using MANOVA. It came to light that statistically significant differences exist between urban and rural teachers (p =.010); young, middle aged and old teachers (p = .000); professional and non professional teachers (p = .018); novice, experienced and more experienced teachers’ (p = .000) level of combined self-efficacy. However, there was no difference in male and female teachers’ self-efficacy. It was recommended heads of schools should develop peer assessment and mentoring models for teachers to facilitate interaction between less experienced and young KG teachers and the older and more experienced ones; qualified teachers should be posted to teach in kindergartens.
Keywords: Early Childhood, Kindergarten, Self-Efficacy
