African Journal of Interdisciplinary Studies Vol. 8, pp 1-8, December 2015, ISSN: 0855 – 9724 1 Francis K. Sam Department of Educational Leadership, College of Technology Education, University of Education, Winneba. P. O. Box KS 1277, Kumasi, Tel: +233 27 7871700. Daniel Konin Admissions Office, College of Technology Education, University of Education, Winneba. Francis Amankwah Department of Educational Leadership, College of Technology Education, University of Education, Winneba. P. O. Box KS 1277, Kumasi, E-mail: francisamankwah2@gmail.com & Daniel Oti Aboagye Counselling Unit, Sunyani Polytechnic, Ghana The influence of demographic variables on self-efficacy beliefs of senior high school teachers in Kumasi metropolis Abstract The paper explored the influence of age, gender, educational qualification, school type and teaching experience on sense of self-efficacy beliefs among Senior High School (SHS) teachers in Kumasi metropolis of Ghana. Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001) was personally administered to collect data from 437 respondents who were randomly selected for the study. From the Spearman correlation analysis, it was revealed that teachers’ age, educational qualification and school type significantly correlated with their self- efficacy beliefs. Moreover, regression analysis conducted shown that the 5 demographic variables when taken together had significant effects on the teachers’ sense of efficacy; however teachers’ educational qualification made the strongest significant contribution to their self-efficacy beliefs. Among other things, it was recommended that longitudinal studies should be conducted to track the changes in teachers’ self-efficacy beliefs over time. Keywords: Teachers’ sense of self-efficacy, Senior high school teachers, Gender, Age, Educational qualification, Teaching experience, School type Introduction In school settings, teachers play an indispensable role in teaching and learning activities. In fact, teachers generally teach the way they are taught and not the way they are told to teach (National Council for Accreditation of Teacher Education, 1997). A self-efficacy belief has become a function of teacher task of teaching and learning. Self-efficacy, which appears to be one of the most important concepts of Bandura’s social learning theory, is defined as one’s belief in being able to successfully conduct the behaviour necessary to cope with given situations (Bandura, 1977). Bandura (1986) posited self-efficacy as self-evaluation of individuals who organise necessary activities in order to display specific performance and their capacity to conduct these activities successfully. Teachers’ sense of self-efficacy therefore becomes a critical factor in driving pedagogical goals and