Exploring the Sources and Development of Self-Efficacy Among Teachers Implementing a Middle School Engineering Curriculum

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

This study examines the development and sources of self-efficacy among middle school teachers implementing the ****** engineering curriculum. Drawing on Bandura’s (1997) social cognitive theory, the study uses survey data from 16 teachers and semi-structured interviews conducted over one to three years of participation. Descriptive analyses of self-efficacy scores (TESS and curriculum-specific measures) revealed generally high and stable or increasing confidence in teaching engineering. Qualitative findings showed that mastery experiences overwhelmingly influenced teachers’ self-efficacy, with minimal reference to other sources. These results suggest that sustained curriculum implementation can support teacher self-efficacy and highlight the importance of designing professional learning experiences that foster mastery experiences along with providing access to other sources of self-efficacy.

Authors

• Jessica Gale, Georgia Institute of Technology

• Sunni Newton, Georgia Institute of Technology

• Meltem Alemdar, Georgia Institute of Technology

• Dyanne Baptiste Porter, Georgia Institute of Technology

• Jasmine Sookhyun Choi, Georgia Institute of Technology