Self-Efficacy of US High School Teachers Teaching the Federal Budget, National Debt and Budget Deficit: A Mixed-Methods Case Study

Abstract

This study examined US high school social studies teachers' self-efficacy in teaching the federal budget, national debt and budget deficit prior to and after implementing a pilot curriculum on these topics. The authors examined 24 teachers' topical knowledge, inquiry-based instructional skills in democratic-dialogue-focused lessons and attitudes in civic engagement activities by using baseline and post-self-efficacy surveys, and interviews. The findings revealed that the implemented pilot curriculum had no effect on teachers' confidence of topical knowledge in teaching the topics, while a positive effect was found in the confidence of teachers in facilitating democratic dialogue. Additionally, after using the curriculum, teachers showed an increase in their belief that citizens can make a difference in society. The qualitative data from interviews with the teachers confirmed the survey results, and the teachers' positive perceptions of the curriculum experience suggested an overall success of the curriculum experience for teachers' self-efficacy. The authors believe the findings are suggestive of a process of learning that teachers themselves undertake in mastering content knowledge. An understanding of how teachers confront economic and public policy teaching tools and increases in self-efficacy may result in more empowered teachers and informed students.