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Self-Efficacy in the Classroom: A Socio-Cultural Perspective on the Contributing and Detracting Factors

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Thesis(8.82 MB)

Date

2019

Authors

Supervisor

Boyask, Ruth

Item type

Thesis

Degree name

Master of Educational Leadership

Journal Title

Journal ISSN

Volume Title

Publisher

Auckland University of Technology

Abstract

This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students.

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Keywords

Self-efficacy, Cultural capital, Culture, Classroom, Teacher, Efficacy, Bandura, Bourdieu

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Permanent link

https://hdl.handle.net/10292/12517

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Masters Theses