Abstract
This study examined the extent to which Teacher's Self-efficacy and Anxiety determined students' academic achievement in financial accounting in Benue State. The study was guided by two objectives, two (2) research questions and two (2) hypotheses. The study adopted correlational research design. In this study, 21 financial accounting Teachers and 400 financial accounting Senior Secondary II (SS2) students were used for the study. Three sets of instruments called Teachers' Self-Efficacy Scale (TSS), Teachers' Anxiety Scale (TANS) and Students' Financial Accounting Achievement Proforma (SFAAP) were used for data collection. The instruments were validated by five experts, one from faculty of education and four from the faculty vocational VTE. Cronbach's Alpha (α) was used to calculate the reliability indices of (TSS) and (TANS) which yielded 0.87 and 0.77 respectively. The study adopted direct administration and retrieval of TSS and TANS. The data collected were analysed using correlation coefficients (r) and coefficients of determination (r2) to answer all the research questions while Analysis of Linear Regression was used to test the hypotheses at 0.05 level of significance. The findings of the study, among others, showed that there is a strong positive relationship between teachers' self- efficacy and Students' academic achievement in Financial Accounting. The proportion of Students' academic achievement in Financial Accounting that is attributed to teachers' self-efficacy is statistically significant. Further analysis revealed that there is a positive strong relationship between teachers' anxiety and Students' academic achievement in Financial Accounting. The proportion of Students' academic achievement in Financial Accounting that is attributed to teachers' anxiety is statistically significant. In conclusion, the study highlighted the critical role that teachers' self-efficacy and anxiety play in shaping students' academic achievement in Financial Accounting. Teachers with high self-efficacy positively influenced students' motivation and engagement, thereby fostering a more robust academic achievement in the subject. It was recommended among others that School heads should always conduct teacher counseling sessions to identify and mitigate factors contributing to anxiety toward teaching Financial Accounting. They should also provide teaching aids and support systems on regular basis to make lessons engaging and less stressful for educators.
Keywords: Financial Accounting, Teacher's Self-efficacy, Teacher's Anxiety, Academic Achievement, Gender.
Publication Date: 2025-12-10