Albert Bandura, the originator of self-efficacy theory, states that efficacy beliefs are the most significant predictor of human motivation and behavior. They exert influence on behavioral choices, performance, and persistence. The purpose of this study was to facilitate a change in teacher thinking and practice regarding student efficacy and to examine the effects of such changes in practice on students' formation of self-efficacy beliefs.
A series of four workshops familiarized the two teachers involved in this study with Albert Bandura's theory of self-efficacy. They developed an Action Plan for use in a six-week elementary Language Arts summer school program for "at risk" students. Two teachers and a researcher/observer used data from student drawings, interviews, journals, and classroom observations to refine this Action Plan.
Findings showed that efficacy is an observable, malleable phenomenon. Teachers can develop strategies to strengthen it. When teachers focus on learning to meet the expressed needs of students, the indicators of efficacy are clearly observable. Effort, persistence, and optimism characterize students' learning behaviors.
Implications of this study point to the potential of action research as a viable part of the school professional development program. Teachers were empowered as they saw the successful results of their efficacy-strengthening strategies. Through reflective practice that supported a focused emphasis on learning rather than teaching, implementation of this teacher action plan changed the nature of what a "remedial" program can look like. This can have important implications for teaching strategies as all educators pursue mutual goals of excellence for all students.
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