A mixed methods study exploring the LGBTQ+ self-efficacy of school staff and educational psychologists in the United Kingdom

Caulfield, Joanne (2024) A mixed methods study exploring the LGBTQ+ self-efficacy of school staff and educational psychologists in the United Kingdom. Doctoral thesis, University of East Anglia.

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Abstract

Schools in the United Kingdom have been consistently identified as heteronormative organisations within which lesbian, gay, bisexual, trans, and queer (LGBTQ+) identities are marginalised. Previous research findings suggest teachers can improve school experiences for LGBTQ+ young people by altering their practices, and that educational psychologists are ideally placed to support such efforts, however despite years of social and political change, LGBTQ+ young people still experience ‘othering’ within schools. Exploring the LGBTQ+ self-efficacy of teachers and educational psychologists provides insight into how able they feel to take action to support the successful education of LGBTQ+ young people.

In this mixed-methods study, a total of 129 participants completed an online questionnaire comprising an LGBTQ+ self-efficacy scale and open-text boxes gathering qualitative reflections. The findings identified that for both teachers and educational psychologists, LGBTQ+ self-efficacy was supported by continuing professional development and direct or indirect LGBTQ+ lived experience, and that a lack of mastery experiences and fears about meeting resistance from others negatively impacted LGBTQ+ self-efficacy. For teacher participants, LGBTQ+ self-efficacy was lower amongst those who taught at primary school than those who taught in secondary schools, and the political context surrounding gender diversity in schools was a concern for educational psychologists. The findings are discussed in relation to self-efficacy theory and implications for educational psychology practice are identified.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Oct 2024 07:55
Last Modified:	01 Oct 2024 07:55
URI:	https://ueaeprints.uea.ac.uk/id/eprint/96837
DOI:

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