Contextualizing Albert Bandura’s Social Cognitive Theory to Analyze the Resignation of Public School Teachers
DOI:
https://doi.org/10.54536/jtel.v3i2.4695Keywords:
Contextualization, Observational Learning, Reciprocal Determinism, Resignation, Social Cognitive TheoryAbstract
The resignation of teachers is a phenomenon of social cognition. Thus, I conducted this qualitative descriptive phenomenological study to contextualize Albert Bandura’s Social Cognitive Theory in analyzing the resignation of public school teachers. Ten (10) resigned public school teachers from the Municipality of Alabel were purposively selected as participants. I used an in-depth interview and followed Colaizzi’s methodological approach to analyze and interpret the data gathered. The themes that emerged after my thorough data analysis include the verbal instructional model, live model, symbolic model, mastery experiences, social modeling, social persuasion, psychological response, and personal, behavioral, and environmental factors. These themes form the contextualized Social Cognitive Theory explaining the phenomenon of the resignation of teachers. I used the data that were generated in my study to inform my recommendation. I recommend that school administrators and policymakers may conduct a comprehensive assessment to identify the environmental factors contributing to teacher resignation, such as parental permissiveness, lack of support, and inadequate professional development opportunities. Hence, a proposed contextualized Albert Bandura’s Theory was recommended to the school administrators to explain the resignation of public school teachers.
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