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Education Policy Influence Efficacy: Teacher Beliefs in Their Ability to Change Education Policy
Mon, April 11, 7:45 to 9:15am, Marriott Marquis, Floor: Level Four, Liberty Salon IAbstract
Guided by Social Cognitive Theory this study sought to understand how teachers view themselves as educational policy actors and construct an instrument that measures teacher beliefs in their aptitude to advocate for changes in educational policy. This study employed a sequential explanatory design, characterized by quantitative data collection from approximately 250 teachers followed by qualitative interviews with seven teachers. Findings reveal teachers are not overly confident in their ability to make change and see themselves as implementers more than creators of education policy. Suggestions for increasing teacher confidence in policy making are presented.