Theoretical Framework Overview Rather Than Writing A Full Le

71 Theoretical Frameworkoverviewrather Than Writing A Full Length Li

Develop a 1 page (more is fine) theoretical framework for your mock dissertation topic. Consider (but do NOT directly answer) the following questions when you write your theoretical framework: Is the theoretical foundation strong? Are the theoretical sources apparent? Are they appropriate for the topic? Do they need further explanation? Submit your theoretical framework to the submission box.

Paper For Above instruction

Designing a robust theoretical framework is a crucial component in grounding a dissertation in established scholarly thought. For this mock dissertation, the theoretical foundation will be constructed upon Bandura's Social Cognitive Theory, which provides a comprehensive understanding of how individuals acquire and maintain certain behaviors through observational learning, imitation, and modeling (Bandura, 1986). This theory is particularly relevant for studies focusing on behavioral change and motivation in educational settings, aligning well with the proposed research topic exploring how teacher self-efficacy influences instructional practices.

The strength of this theoretical foundation lies in its extensive empirical support and its applicability to the context of educational psychology. Bandura's concept of self-efficacy—an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments—serves as a core construct that underpins the study (Bandura, 1996). Incorporating this theory allows for an exploration of how teachers' perceptions of their capabilities impact their instructional strategies and student outcomes. Furthermore, it facilitates an understanding of the mechanisms through which self-efficacy can be enhanced, such as mastery experiences and social modeling, providing a basis for intervention development.

The selection of Bandura's theory is apt for the topic because it directly addresses the psychological processes influencing instructional behavior. The theory's relevance is reinforced by existing literature that links teacher self-efficacy with various tangible outcomes such as student engagement, motivation, and academic achievement (Tschannen-Moran & Hoy, 2001; Klassen & Chiu, 2010). To deepen the theoretical framing, the framework will integrate Vygotsky's Social Development Theory, emphasizing social interaction as a vehicle for cognitive development, thereby situating teacher behaviors within a broader socio-cultural context (Vygotsky, 1978).

The methodology linked to this theoretical framework will employ qualitative methods, such as interviews and classroom observations, to capture the nuanced ways teachers perceive their self-efficacy and enact instructional strategies. Quantitative measures, including validated self-efficacy scales, will supplement qualitative data, allowing for comprehensive analysis. This methodological approach is justified because the theory suggests that both internal cognitive processes and external social interactions shape teacher behavior (Bandura, 1986; Vygotsky, 1978).

In terms of contribution to knowledge and practice, this research will extend understanding about the ways in which self-efficacy influences instructional choices and student learning, supporting the development of targeted professional development programs. Furthermore, it provides a theoretical basis for policymakers and educators to foster environments that bolster teachers' confidence and instructional efficacy, ultimately enhancing educational outcomes.

References

• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
• Bandura, A. (1996). Self-efficacy; The Exercise of Control. W.H. Freeman and Company.
• Klassen, R. M., & Chiu, M. M. (2010). The Influence of Teachers’ Self-Efficacy on Students’ Engagement and Achievement. Contemporary Educational Psychology, 36(2), 97–105.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17(7), 783-805.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and Social Cognitive Theory. Contemporary Educational Psychology, 60, 101831.
• Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391.
• Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578.
• Bandura, A. (1997). Self-efficacy: The Exercise of Control. W.H. Freeman and Company.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The Differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.