An Exploration into the Effects of Contextual Factors on Teachers’ Agency Regarding Teaching Efficacy of Teaching Biology at Secondary Level

Abstract

This qualitative study has been conducted under the pragmatic paradigm to explore the effects of contextual factors on teachers’ agency in regarding teaching efficacy for teaching Biology curriculum in secondary classes. The data collection involved purposive sampling of 16 teachers from a previous quantitative study. The data was collected with the help of a self-developed Semi-Structured interview protocol comprising 13 items by the inquirer. The research instrument was validated by taking the experts’ opinion before proceeding towards the actual data collection. This study found that contextual factors such as heavy workload, large class sizes, limited resources, and exam-driven culture significantly constrained Biology teachers’ agency and reduced their teaching efficacy at the secondary level. Despite their awareness of modern pedagogical strategies, teachers relied mainly on traditional lecture-based methods due to systemic pressures and lack of institutional support. The findings highlight the need for resource provision and recognition of teacher agency to improve the quality of Biology teaching.