Exploring the Influence of Self-Efficacy Beliefs on Computational Thinking Instruction

The integration of computational thinking (CT) into school curricula highlights its importance in preparing students for future success. Despite its recognised importance, there is a lack of understanding about effective CT teaching methods, particularly at primary and elementary levels. Previous studies highlight how teachers' beliefs in their ability to impact student learning affect their instructional methods, classroom management, and student support. This study investigated the factors influencing self-efficacy judgments which include enactive mastery (i.e., success or failure), vicarious experiences (i.e., observations of others’ success or failure), verbal persuasion (i.e., encouragement or discouragement from others), and physiological states (e.g., anxiety or enjoyment). Using a multiple case study design across schools in New Zealand and the United States, the study found most teachers were reasonably efficacious and that variations in professional development, resources, collaboration, leadership, and a lack of time, influenced self-efficacy and CT implementation. The findings provide insights for improving CT professional development, instructional strategies, and policy initiatives.