An exploratory study of factors in rural schools that impact children's perceived self-efficacy from the perspective of parents and school staff

Project (M.S.W., Social Work)--California State University, Sacramento, 2012.This qualitative exploratory study examined the perspectives of parents and school staff on strategies to promote self-efficacy among rural children who face multiple risk factors due to poverty and isolation. Guided detailed interviews with six individuals from three rural schools provided the data on school factors and resources that are perceived as important in supporting or inhibiting children's self-efficacy. Interviews were analyzed for thematic content and common elements. Study findings indicate that the following factors impact the development of self-efficacy: formal supports provided by the school; school staff and school environment attributes; the family-like role that school plays in the lives of many rural children; the value and concerns over reduction of availability of extracurricular programs; the support of the larger community; issues of health and nutrition; value of innovative programs; the significance of after school programs and preschool that extend the school experience; and the threat of rural school closure. One of the key recommendations of the study is that rural schools should recognize the strengths of positive social capital offered by the close knit community and enhance elements of the school community that are conducive to creating a family-like environment.Social Wor