Date
6-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Gail Collins
Keywords
Self-efficacy, Homeschooling, Teaching, Human Agency, School Choice, Homeschool Teacher Self-Efficacy Lifecycle, Social Cognitive Theory
Disciplines
Education | Educational Psychology
Recommended Citation
Andrew, Joshua D., "Prepared to Succeed: A Systematic Grounded Theory Examining the Nature, Development, and Perceived Benefits of Homeschool Teacher Self-Efficacy in Wisconsin" (2022). Doctoral Dissertations and Projects. 3686.
https://digitalcommons.liberty.edu/doctoral/3686
Abstract
The purpose of this systematic grounded theory study was to define and explain the development of homeschool teacher self-efficacy and its significance for homeschooling parents in Wisconsin. Bandura’s self-efficacy theory served as the initial theoretical framework for this study, as it defined four general sources of self-efficacy development: enactive mastery experiences, vicarious experiences through social models, social persuasion, and the regulation of physical and emotional states. Through surveys, open-ended interviews, focus groups, and artifacts received from 10 homeschooling parents, this study attempted to define how homeschooling parents perceive homeschool teacher self-efficacy, to what homeschooling parents attribute the development of homeschool teacher self-efficacy, and what homeschooling parents perceive are the benefits of homeschool teacher self-efficacy. As a result, a theory of homeschool teacher self-efficacy development and significance emerged from the research. This data-grounded theory postulates that homeschool teacher self-efficacy develops, operates, and benefits homeschooling parents through a four-stage agentic lifecycle model consisting of the initial stage, the transition stage, the stabilization and influence stage, and the outcomes stage.
