ABSTRACT
Chapter 4 considers the Year of Isaiah from two lenses: Social Cognitive Theory and Socioculturalism. Teachers’ self-efficacy is the focus of the first part of the chapter. Self-efficacy is defined and situated within Social Cognitive Theory. The sources of Ms. Wright’s (the teacher in the case) self-efficacy for teaching (i.e., mastery experiences, vicarious experiences, verbal persuasion, and affective states) are examined in light of the case presented. The second part of the chapter considers the context surrounding Ms. Wright. A Socioculturalist lens is used to examine the classroom community and broader school context that Ms. Wright experience in the case. The value system of the school and the support or lack thereof from a community of peers has implications for how Ms. Wright handles her challenging year.
