Teacher self-efficacy and teacher practice :an exploration of existing research and dynamics of teacher self-efficacy in the Philosophy for Children classroom

Abstract

Teacher self-efficacy (TSE) is an often cited factor in teachers’ practice and student outcomes. However, a relatively small evidence base supporting a positive relationship between higher TSE and better practice is often cited. A systematic literature review (chapter 1) was carried out examining existing studies on TSE and teachers’ practice. A meta-analysis suggested a highly significant and moderate positive correlation between TSE and teachers’ examined practice. The correlation accounted for a limited level of variance in the data, and a narrative exploration of the studies highlighted a breadth of other factors that were reported to contribute to the relationship of practice and TSE. Methodological issues within the studies were examined, highlighting that both the TSE measures and the practice investigated were heterogeneous. These issues meant that findings could only account for a static conceptualisation of TSE with relative consistency across different types of practice and time. As such, the studies examined precluded consideration of a dynamic perspective on TSE and of the construction of TSE in the social context of the classroom.

The bridging document (chapter 2) explains the development of an appropriate epistemological stance for exploratory research on the dynamics and co-construction of TSE in the classroom along with implications of this stance for research methodology.

Chapter 3 summarises articles and research relevant to considering TSE as dynamic and socially situated in classroom systems. It then presents the rational for a piece of empirical research investigating this in the Philosophy for Children (P4C) classroom. The research reported took a constructed grounded theory approach to investigating the experiences of three primary teachers delivering P4C in the classroom. Observation of their lessons and interviews about TSE and P4C were undertaken. The analysis suggested support for the idea that TSE should be investigated in a classroom self-efficacy system and for dynamic processes which support the co-construction of TSE in the classroom. In particular, change, role identity and collective efficacy in the classroom were explored as important factors in creating TSE and practice in the P4C classroom. Tentative evidence for student self -efficacy also being constructed in a classroom system was suggested. In conclusion, chapter 3 considers implications for further research and professional practice. Ethical issues and researcher reflexivity relevant to the research are considered in Chapter 2.