Teaching Efficacy Beliefs and Instructional Practices of Pre-Service Teachers in Colleges of Education in North West Nigeria

This study examines the relationship between self-efficacy beliefs and instructional practices of pre-service teachers during teaching practice in Colleges of Education across Kebbi, Zamfara, and Katsina states in North West Nigeria. Pre-service teacher efficacy is a critical predictor of professional learning orientation and early classroom effectiveness, yet it has been under-investigated in Nigerian teacher education contexts. The study employs a cross-sectional survey design, drawing a sample of 360 final-year pre-service teachers completing their teaching practice placements. Data were collected using Tschannen-Moran and Hoy's Teacher Sense of Efficacy Scale and a validated Instructional Practice Observation Rating Form completed by supervisors. Pearson correlation, regression analysis, and one-way ANOVA were applied. The study draws on Bandura's Self-Efficacy Theory and the Teacher Efficacy Framework. It examines efficacy dimensions in student engagement, instructional strategies, and classroom management as predictors of observed instructional quality. Findings are anticipated to reveal significant positive relationships between all three efficacy dimensions and supervisor-rated instruction quality. The moderating effects of college attended and subject area are examined. Recommendations are directed at teacher education programme coordinators in North West Nigeria on redesigning teaching practice supervision models, incorporating efficacy-building feedback mechanisms, and integrating mastery experience opportunities into practicum design. Keywords: teaching efficacy, instructional practices, pre-service teachers, Colleges of Education, North West Nigeria