Teacher Efficacy, School Culture, and Student Achievement: Evidence from Secondary Schools in South West Nigeria

This study empirically examines the relationships among teacher self-efficacy, school organisational culture, and student academic achievement in secondary schools in South West Nigeria, using a structural equation modelling approach to establish causal pathways. Teacher self-efficacy, defined as teachers' belief in their capacity to produce desired learning outcomes, has been consistently linked to instructional quality in international research, but its interaction with school culture in producing student achievement remains understudied in Nigerian secondary school contexts. Data were collected from 420 teachers and 1,800 students across 30 secondary schools in Ogun, Ekiti, and Ondo States. Teacher self-efficacy was measured using the Teachers' Sense of Efficacy Scale adapted for the Nigerian context. School culture was assessed using the School Culture Survey covering collaborative practices, learning orientation, and leadership support. Student achievement was measured using end-of-year examination averages across three core subjects. Structural equation modelling with full mediation testing was applied. Results establish that school culture partially mediates the relationship between teacher self-efficacy and student achievement. Specifically, a collaborative school culture amplifies the positive effects of high teacher self-efficacy on student learning. The direct effect of self-efficacy on achievement remains significant even without cultural mediation. The study concludes that both teacher self-efficacy and school culture are significant and partially independent drivers of student achievement. It recommends that school leaders actively cultivate collaborative cultures through professional learning communities and peer coaching to maximise the academic benefits of high-efficacy teachers.

Keywords: teacher self-efficacy, school culture, student achievement, South West Nigeria, structural equation modelling.