The Relationship Between Pre-Service Teachers’ Political Self-Efficacy and their Willingness to Teach Civic Education: A Longitudinal Study

• In Event: Guiding Social Justice: Educators as Duty Bearers for Student Action

Proposal

Introduction and research objectives

This study investigates the complex interplay between pre-service teachers' personal and professional civic competences, focusing on teachers’ political self-efficacy (TPSE) and their willingness to implement civic education (CE). As western democratic societies face unprecedented challenges (climate change, war, poverty, etc.) (Lourenço, 2021), CE holds the potential to foster active citizenship and create more just and harmonious communities (Joris et al., 2022). In this context, teachers are expected to act as role models for their students, demonstrating active citizenship through their own engagement in civic activities (Lourenço, 2021; Rafiqoh, 2023). The interaction between the personal and professional is a multifaceted process that influences teachers’ effectiveness in class (Kim et al., 2019). In this context, two problems can be identified in the literature: (1) scholars problematize the lack of attention given in initial teacher training to pre-service teachers’ development of both personal and professional competences to teach CE (Akar, 2012; Eurydice, 2012; Malm, 2009) and (2) there is a gap in the literature between the field of political science’s study of civic political efficacy and the field of education’s study of TPSE (Cobb et al., 2012). For instance, while studies indicate that a positive relationship exists between TPSE (personal level) and their political engagement and civic actions (also personal level) (Cobb, 2012, Gee et al., 2023), research on the relationship between TPSE and their civic teaching in class (professional level) remains underexplored. This study aims to tackle both problems by (1) exploring the development of pre-service TPSE during initial teacher training, (2) examining how their willingness to address CE evolves during initial teacher training, and (3) investigating how pre-service TPSE influences the evolution of their willingness to teach CE.

Theoretical framework

In teacher education, it is crucial to raise awareness of the dual nature of the teaching profession, encompassing both the personal aspect of 'being' and the professional aspect of 'becoming' (Malm, 2009). Teachers' personal civic competences, such as political efficacy, play a role in shaping their effectiveness as role models as previous research has indicated that teachers who are active citizens themselves, serve as powerful exemplars for their students (Rafiqoh, 2023). Political efficacy refers to a citizens’ belief that they themselves can influence the democratic politics by taking action (Campbell et al., 1954; Levy, 2013). Scholars distinguished three types of political efficacy: internal and external (Kim, 2015; Bandura, 2002), and collective efficacy (Bandura, 1997). A number of prior studies found that the level of an individual's political efficacy is highly correlated with their civic engagement and civic activities: efficacious individuals are more likely to be involved in political activities than non-efficacious individuals (Oser et al., 2022; Kim, 2015). Since addressing political issues is inherent to CE, providing CE is in this study considered as indirect political action (Oser et al., 2022; Jensen et al., 1997). Next to these personal civic competences teachers in all subject areas need to acquire the relevant pedagogical competences to implement CE (Shulman, 1987; Torney-Purta, et al., 2005). This study focuses on pre-service teachers’ professional CE beliefs. Teachers beliefs act as filters in selecting topics and classroom activities (Fives & Buehl, 2012). Variations in teachers’ background, training and civic values have direct impact on their perceptions of what is essential civic content and how this should be taught (Reichert et al., 2021). More specifically, this study focuses on teachers’ willingness to address political topics in class.

Method

To address the research aims, a longitudinal quantitative approach was adopted. A survey was administered twice to first-year pre-service secondary education teachers across 26 bachelor and masters’ teacher training programs in Flanders. The first data collection took place at the beginning of their teacher education program, in September 2022 (n = 850), while the second data collection occurred at the end of the academic year, in October 2022 (n = 334). Pre-service TPSE was assessed using a 6-point Likert scale (completely disagree – completely agree) consisting of six items. The scale measured their self-perceived ability to effect change in societal and political matters at an internal (two items), external (two items), and collective (two items) level. Willingness of pre-service teachers to implement CE in their classrooms was measured using an 6-point Likert scale (completely disagree – completely agree) comprising six items. These items gauged their willingness to address political topics, in their future teaching practices such as voting and elections, and the European Union. The validity of the scales was established through exploratory and confirmatory factor analyses. The scales also demonstrated high internal consistency, with a Cronbach's alpha coefficient exceeding .7. Multilevel Structural Equation Modeling (MSEM) was applied to analyze the dataset. The analyses aimed to uncover the direct and indirect effects of political efficacy on the willingness to implement CE, while considering potential mediators and moderators of this relationship. Background variables, including age, gender, ethnicity, religion, teaching experience, and social and economic ideology, were included as covariates in the analyses.

Preliminary results

Based on descriptive analyses, preliminary findings indicate that pre-service TPSE at the start of their program is moderate (M = 3.38/6) and slightly increases towards the end (M = 3.5/6). Conversely, their willingness to address political topics decreases slightly from the beginning (M = 4.41/6) to the end (M = 4.35/6) of the training. These initial findings suggest an intriguing trend. Further MSEM analyses are needed for a comprehensive understanding.
 
Discussion and conclusion

The preliminary findings reveal interesting patterns in pre-service TPSE and willingness to implement CE. While TPSE increases, willingness to address political topics slightly decreases over the training period. Despite the need for further analyses, the preliminary findings offer valuable insights into the initial state of pre-service TPSE and their willingness to integrate CE in their teaching practices. The lower initial levels of political efficacy may signal the importance of providing targeted support and interventions during teacher education to enhance pre-service teachers' confidence in effecting change as active citizens and educators.

Author

• Emilie Vandevelde, KU Leuven