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Education Policy Influence Efficacy: Teacher Beliefs in their Ability to Change Education Policy

Abstract

"Guided by Social Cognitive Theory (SCT) this study sought to understand how teachers view themselves as educational policy actors and to construct an instrument that measures teacher beliefs about their aptitude to advocate for changes in educational policy. This study employed a sequential explanatory design, characterized by quantitative data collection from approximately 250 teachers followed by qualitative interviews with seven teachers. Findings reveal that teachers are not overly confident in their ability to make change and see themselves as implementers more than creators of education policy."

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