School of Education


Doctor of Philosophy in Education (PhD)


Gail Collins


Self-efficacy, Homeschooling, Teaching, Human Agency, School Choice, Homeschool Teacher Self-Efficacy Lifecycle, Social Cognitive Theory


Education | Educational Psychology


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.