Using Self-Efficacy Theory in Social Work Teaching

Abstract

Social work educators face the enormous challenge of preparing students to tackle the complex realities they will face in professional practice. In this conceptual article, the author argues for the informed use of self-efficacy theory as one pragmatic guide for the design of teaching methods uniquely suited to social work practice. Research concerning the known sources of self-efficacy is reviewed and recommendations for how this research can be applied in social work education is presented. The strengths and limitations of self-efficacy theory in the context of social work perspectives and values are also discussed.