Relations Between Teacher Self-Efficacy and Secondary Students' Civic Learning

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-24 - Issues Affecting K–12 Social Studies Instruction

Abstract

Secondary analyses of data from a randomized controlled trial explored the relationship between teacher self-efficacy in fostering historical understanding and civic learning, and using learner-centered methods, to fifteen student civic learning outcomes. To test the relations between teacher self-efficacy and student outcomes, multilevel models were used to account for the clustering of students in schools. All three self-efficacy scales were significantly associated with students’ overall civic learning as well as a number of individual civic learning outcome variables. The findings support the use of teacher self-efficacy scales that specify the knowledge and skills needed for effective instruction in a particular discipline in research on teacher growth, and the promise of promoting teacher self-efficacy to impact student learning.

Authors

• Ethan A. Lowenstein, Eastern Michigan University

• Sooyeon Byun, WHOK Educational Resource Center

• Dennis Barr, Facing History and Ourselves

• Stephanie Margaret Jones, Harvard University