Abstract:
This concurrent multi-phase mixed methods study investigated whether indicators of Social
Cognitive Theory could be observed in Grades 3-5 classrooms and if these indicators could be
used to describe teacher effectiveness in high poverty schools. The conceptual framework drew
upon Bandura’s (1997) measurement of the individual self-efficacy of students and the collective
teacher efficacy of the organization to study the level of agency and self-efficacy cultivated by
the teacher and students in the classroom environment. Major findings confirmed a correlation
between self-efficacy and student outcomes in ELA and mathematics. Looping,
the practice of
students being paired with the same teacher for multiple years, was also a significant factor.
Agentic and self-efficacious student behaviors were observable in classrooms. An observation
tool developed over the course of the study was found to be mostly reliable and had internal
consistency with the exception of one subscale in mathematics. Preliminary evidence suggests
there are observable cultures of student agency and self-efficacy in classrooms, but the sample
group and scope of the study were limited. Further research in this area is warranted.
