{"id":{"repo_id":"auckland-tech","oai_identifier":"oai:openrepository.aut.ac.nz:10292/12517"},"canonical_url":"https://search.dev.ndltd.org/etd/auckland-tech/oai:openrepository.aut.ac.nz:10292/12517","repository":{"repo_id":"auckland-tech","name":"AUT University","base_url":"https://openrepository.aut.ac.nz/server/oai/request"},"display":{"title":"Self-Efficacy in the Classroom: A Socio-Cultural Perspective on the Contributing and Detracting Factors","abstract":"This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students.","abstract_html":"This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students.","abstract_has_math":false,"creators":["Wall, Christopher"],"institution":"Auckland University of Technology","degree_name":"Master of Educational Leadership","degree_level":"Masters Theses","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Boyask, Ruth"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-08-21T16:42:05Z","subjects":["Self-efficacy","Cultural capital","Culture","Classroom","Teacher","Efficacy","Bandura","Bourdieu"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10292/12517"],"render_values":[{"text":"hdl:10292/12517","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10292/12517","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://openrepository.aut.ac.nz/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aopenrepository.aut.ac.nz%3A10292%2F12517","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Boyask, Ruth"]},{"key":"dc:creator","label":"Author","values":["Wall, Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-05-21T00:07:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-21T00:07:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher","label":"Institution","values":["Auckland University of Technology"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Theses"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Educational Leadership"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Auckland University of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-efficacy","Cultural capital","Culture","Classroom","Teacher","Efficacy","Bandura","Bourdieu"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:10292/12517"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10292/12517"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students."]},{"key":"dc:description.other","label":"Dc Description Other","values":["This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students."]},{"key":"dc:title","label":"Title","values":["Self-Efficacy in the Classroom: A Socio-Cultural Perspective on the Contributing and Detracting Factors"]}]}],"canonical_facts":{"dc:contributor.advisor":["Boyask, Ruth"],"dc:creator":["Wall, Christopher"],"dc:date.accessioned":["2019-05-21T00:07:56Z"],"dc:date.available":["2019-05-21T00:07:56Z"],"dc:date.issued":["2019"],"dc:description.abstract":["This thesis is an investigation into both self-efficacy and cultural capital in New Zealand classrooms. I believe that there is a useful intersection to be found between these two concepts, and through this thesis I aim to provide teachers and leaders with further knowledge to promote self-efficacy development in their students. I will argue that a strengths-based approach is critical in acknowledging and validating cultural capital, and providing a platform from which self-efficacy can be fostered. I consider that it is pertinent for educational leaders to consider the self-efficacy development of both their students and teachers, in order to increase agency throughout the school. Based on my analysis of the literature it would seem that self-efficacy is highly complex, and difficult to quantifiably measure. I will argue in this thesis, that part of this complexity is due to the socio-cultural nature of the construction, and continuance of self-efficacy. Cultural capital is similarly complex and multifaceted with a very broad spectrum of contributing factors. I will also argue that cultural capital, when considered from a deficit perspective can become a type of cultural distance from prevailing norms. This cultural distance can serve to limit self-efficacy development. A mixed methods approach, situated from a pragmatic research position was adopted to conduct a naturalistic research project. In order to conduct the research I selected two case study schools and one further supplementary school. Initially I surveyed the participants to discover a comparative reference of their levels of self-efficacy. This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. 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This was followed by in-class observations and semi-structured interviews. The analysis of the data collected suggests that knowledge of the concept of self-efficacy is not widespread. It also suggests efficacy beliefs in the classroom are potentially interrelated, with a reciprocal relationship between the self-efficacy of teachers and students. The voice of the participants also reinforces the literature that suggests self-efficacy development is more effective in differentiated classrooms. I believe that increasing the understanding of self-efficacy, combined with deliberate strategies employed by educational leaders to adopt strengths-based and differentiated approaches will ultimately improve outcomes for a broad demographic of students."],"dc:identifier":["hdl:10292/12517"],"dc:identifier.uri":["https://hdl.handle.net/10292/12517"],"dc:language.iso":["en"],"dc:publisher":["Auckland University of Technology"],"dc:subject":["Self-efficacy","Cultural capital","Culture","Classroom","Teacher","Efficacy","Bandura","Bourdieu"],"dc:title":["Self-Efficacy in the Classroom: A Socio-Cultural Perspective on the Contributing and Detracting Factors"],"dc:type":["Thesis"],"thesis:degree_level":["Masters Theses"],"thesis:degree_name":["Master of Educational Leadership"],"thesis:institution_name":["Auckland University of Technology"]},"updated_at":"2026-08-21T16:42:05Z"}