Curriculum as a Tool to Enhance Self-Efficacy and Instructional Practices: A Phenomenological Study of the Lived Experiences of Elementary Math Teachers

The purpose of this transcendental phenomenological study was to explore the lived experiences of elementary math teachers to investigate their use of curriculum as a tool to enhance self-efficacy and instructional practices in second through fourth grade classrooms. The theory guiding this study was Bandura’s social cognitive theory, particularly the tenet of self-efficacy, as it addresses the confidence teachers have as they enact the curriculum and instructional practices. Teacher self-efficacy is both shaped by and shapes their application of what they learn from the professional learning embedded in the curriculum. This study was designed to explore the central research question, what are the lived experiences of elementary math teachers' use of curriculum as a tool for enhancing teacher self-efficacy and instructional practices. Three data collection methods were used, individual physical artifacts, interviews, and focus groups. The collected data were analyzed to identify three major themes and seven sub-themes. The themes provided insight into the participants' lived experiences with curriculum. The three major themes identified were practical and purposeful design, curriculum implementation and instructional practices, and teaching and planning. The findings supported the theoretical framework used in this study, validating mastery experiences as a source of self-efficacy. The findings also showed that social persuasion, as a result of student feedback, influenced teacher self-efficacy. Student feedback was demonstrated through student reactions to instruction, learning behaviors, and achievement.