Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Abstract

This study examined US high school social studies teachers' self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers' topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The findings revealed that the implemented pilot curriculum had no effect on teachers' confidence of topical knowledge in teaching the topics, while a positive effect was found in the confidence of teachers in facilitating democratic dialogue. Additionally, after using the curriculum, teachers showed an increase in their belief that citizens can make a difference in society. The qualitative data from interviews with the teachers confirmed the survey results, and the teachers' positive perceptions of the curriculum experience suggested an overall success of the curriculum experience for teachers' self-efficacy. The authors believe the findings are suggestive of a process of learning that teachers themselves undertake in mastering content knowledge. An understanding of how teachers confront economic and public policy teaching tools and increases in self-efficacy may result in more empowered teachers and informed students.

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

“…Finally, individuals' physical and emotional states can affect their self-efficacy beliefs. In this regard, self-efficacy of teachers is related to their feelings of competence in their classes (Marri, Ahn, Fletcher, Heng & Hatch, 2012), the quality of classroom teaching (Zee & Koomen, 2010), student behaviors, professional experience (Egyed & Short, 2006), job satisfaction (Viel-Ruma, Houchins, Jolivette & Benson, 2010) and accountability pressure (Ford, Sickle, Clark, Fazio-Brunson & Schween, 2014).…”

Examining Relationship between Teachers' Self-efficacy and Job Satisfaction

“…Examining Relationship between Teachers' Self-efficacy and Job Satisfaction knowledge in their classes [32], "students' academic adjustment, patterns of teacher behaviour and practices related to classroom quality, and factors underlying teachers' psychological well-being, including personal accomplishment, job satisfaction, and commitment" [61], and coping with behavioural problems [23]. Moreover, teachers need motivation in their workplaces.…”

Fen Bilgisi Öğretmen Adaylarının Eğitiminde Bir Öğretim Materyali Olarak Eğitim Temalı Filmler

“…There are many factors that affect teachers' self-efficacy. These factors include the teacher's sense of personal accomplishment, sense of professional satisfaction, sense of commitment (Zee & Koomen 2010), and nature of a teacher's field knowledge (Egyed & Short, 2006;Marri, Ahn, Fletcher, Heng, & Hatch, 2012). In light of these considerations, teacher self-efficacy can make positive changes in classroom management.…”