Proposal Title: Debt Trap: A Phenomenology of Multiple Loan Borrowing of

Public School Teachers

Theoretical Framework: This qualitative research is anchored on the Agentic

Theory of the Self by Albert Bandura. In his writings, Bandura challenges early
behavioristic thinking that took a simplistic view of the human mind and
experience. According to this view, it was thought that humans function like
input-output systems, whereby external stimuli exert their effects, resulting in
a specific unvarying response (Moore, 2016). Bandura (2009a) defined human
agency as “the human capability to exert influence over one’s functioning and
the course of events by one’s actions” (p. 8). “Through cognitive self-guidance,
humans can visualize futures that act on the present; construct, evaluate, and
modify alternative courses of action to gain valued outcomes; and override
environmental influences” (p. 8). “To be an agent is to influence intentionally
one’s functioning and life circumstances” (Bandura, 2008c, p. 16) (Weibell,
2011). Humans are the agents of their self-development, who can adapt and
self-regulate to achieve their desired future (Zimmerman & Schunk, 2003).
According to Bandura, the key components of the agentic theory of self include:
1. Self-efficacy: Bandura proposed that individuals have beliefs about their
own abilities and effectiveness in performing various tasks and achieving goals.
These beliefs are referred to as self-efficacy. Self-efficacy beliefs influence a
person's motivation, behavior, and the effort they put into different tasks. High
self-efficacy is associated with greater persistence and better performance,
while low self-efficacy can lead to reduced effort and avoidance of challenges.
2. Reciprocal Determinism: Bandura's theory emphasizes the dynamic
interplay between personal factors (such as self-efficacy and beliefs),
environmental factors (including social influences), and behavior. These three
factors interact in a continuous feedback loop, with each influencing and being
influenced by the others. This concept is known as reciprocal determinism,
suggesting that individuals are not passive products of their environment but
actively shape and are shaped by it.
3. Observational Learning: Another important aspect of Bandura's theory is
the idea of observational learning or social learning. People can learn new
behaviors and gain information by observing and imitating the actions of
others. Bandura's famous Bobo doll experiment demonstrated that children
can learn aggressive behaviors by observing adults behaving aggressively
toward a doll. Observational learning plays a significant role in the
development of one's self-concept and behavior.
4. Self-regulation: The agentic theory of self emphasizes that individuals
have the capacity to regulate their own behavior and control their impulses.
Self-regulation involves setting goals, monitoring progress, and making
adjustments to one's behavior to achieve desired outcomes. Self-regulation is
closely tied to self-efficacy and plays a crucial role in achieving personal goals
and maintaining self-control.
The agentic theory of the self, developed by Albert Bandura, focuses on
individuals as active agents who can make choices and influence their own
behavior and outcomes. When it comes to the context of multiple loan
borrowing by public school teachers, this theory can be related in the following
ways:
1. Loan Decision-Making: Public school teachers often face financial
challenges, including low salaries and the need for professional development.
The agentic theory of the self suggests that teachers can actively assess their
financial needs and make decisions regarding borrowing multiple loans. They
can evaluate the consequences of borrowing, consider the impact on their
financial well-being, and decide whether taking out loans aligns with their
long-term goals.
2. Self-Efficacy: Self-efficacy plays a crucial role in the decision to borrow
multiple loans. Teachers with higher self-efficacy regarding financial
management may be more confident in their ability to handle multiple loans
responsibly. They believe they can effectively manage their finances, repay the
loans, and achieve their financial goals.
3. Observational Learning: Public school teachers may learn from their
peers or colleagues who have experience with multiple loans. Observing others
who have successfully managed their loans or faced challenges can influence
their own loan-related decisions. This observational learning can either
encourage or discourage teachers from borrowing multiple loans based on the
experiences of those around them.
4. Reciprocal Determinism: Borrowing multiple loans is influenced by a
complex interplay of personal factors (e.g., financial literacy, attitudes toward
debt), environmental factors (e.g., loan options, interest rates), and behavioral
factors (e.g., loan application, repayment behaviors). The agentic theory of the
self suggests that teachers' choices and actions regarding multiple loans are
not only influenced by external factors but are also a result of their active
agency in navigating these financial decisions.
5. Goal Alignment: Teachers may borrow multiple loans to pursue various
goals, such as further education, home purchase, or debt consolidation. The
agentic theory emphasizes that individuals actively set goals and take actions
to achieve them. Teachers may see borrowing as a means to achieve their
professional and personal objectives, even while recognizing the potential risks
involved.
 In summary, the agentic theory of the self provides a framework for
understanding how public school teachers, like any individuals, actively make
decisions regarding multiple loan borrowing. They assess their financial
situations, draw upon their self-efficacy beliefs, learn from others, and navigate
the complex interplay of personal and environmental factors when making
choices related to borrowing loans. Ultimately, the theory underscores the idea
that individuals have the capacity to exercise agency in their financial
decisions and take responsibility for the outcomes of those decisions.

The agentic theory of self, often associated with the work of psychologist Albert
Bandura, is a theory that emphasizes the active role individuals play in shaping their own
behavior and the course of their lives. This theory contrasts with more passive or
deterministic views of human behavior and self-development.

Key components of the agentic theory of self include:

1. Self-efficacy: Bandura proposed that individuals have beliefs about their own abilities
and effectiveness in performing various tasks and achieving goals. These beliefs are
referred to as self-efficacy. Self-efficacy beliefs influence a person's motivation, behavior,
and the effort they put into different tasks. High self-efficacy is associated with greater
persistence and better performance, while low self-efficacy can lead to reduced effort
and avoidance of challenges.
2. Reciprocal Determinism: Bandura's theory emphasizes the dynamic interplay between
personal factors (such as self-efficacy and beliefs), environmental factors (including
social influences), and behavior. These three factors interact in a continuous feedback
loop, with each influencing and being influenced by the others. This concept is known as
reciprocal determinism, suggesting that individuals are not passive products of their
environment but actively shape and are shaped by it.
3. Observational Learning: Another important aspect of Bandura's theory is the idea of
observational learning or social learning. People can learn new behaviors and gain
information by observing and imitating the actions of others. Bandura's famous Bobo
doll experiment demonstrated that children can learn aggressive behaviors by observing
adults behaving aggressively toward a doll. Observational learning plays a significant
role in the development of one's self-concept and behavior.
4. Self-regulation: The agentic theory of self emphasizes that individuals have the capacity
to regulate their own behavior and control their impulses. Self-regulation involves
setting goals, monitoring progress, and making adjustments to one's behavior to
achieve desired outcomes. Self-regulation is closely tied to self-efficacy and plays a
crucial role in achieving personal goals and maintaining self-control.
In summary, the agentic theory of self highlights the active, goal-directed nature of
human behavior and the importance of cognitive processes, self-beliefs, and social
learning in shaping one's actions and self-concept. It suggests that individuals are not
passive recipients of external influences but rather actively engage with and influence
their environment.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive
Theory. Prentice-Hall, Inc.

How Self-Efficacy Can Influence You

In his discussion of agency’s links to positive psychology, Bandura (2008) explains
how self-efficacy exerts its effects through four different internal processes.

Cognitive Processes

Thinking in self-enhancing (optimistic) or self-debilitating (pessimistic) ways can

influence one’s functioning (Bandura, 1994; 2008).

If someone believes that their actions impact their experience and the environment,
they are more prone to a self-sustaining optimistic view. In other words, no matter
what the circumstance is, ‘something’ can be done to affect the ultimate outcome.

Without this belief, a more pessimistic thought process can dominate, and events
might be interpreted as ‘out-of-my-hands.’ When the individual is a passenger in the
ride that is their life, there is no room for agency.

Motivational

Self-efficacy means believing in the value of motivation to influence any outcome. If

someone does not feel driven to alter an event, they are less likely to exert effort
toward producing a particular outcome — particularly in the face of obstacles. To do
so would be perceived as a waste of energy (Bandura, 1994).

Thus, feeling secure in one’s self-efficacy leads to self-determined motivation. Goal

pursuit becomes not a question of “can I reach my goal?” but rather, “what is required
for me to reach my goal?”

Often, collective self-efficacy needs to be considered. That is, what does a group
believe they can achieve in terms of a common goal? To use Bandura’s (2008, p. 3)
words: “People’s shared belief in their collective efficacy to achieve desired results is
a key ingredient of collective agency.”
Emotional

While states of physiology (such as our moods) influence self-efficacy, the reverse is
true as well — self-efficacy can affect our emotions (Heuven, Bakker, Schaufeli, &
Huisman, 2006).

A healthy sense of self-efficacy helps us to not be at the mercy of our negative

emotional states that stem from failures and disappointment. Instead, we rise from the
ashes of our failures gracefully, with a healthy dose of optimism and resilience; we
believe that we can ‘bounce back.’

A determination not to let our negative emotions block our future efforts is a critical
outcome of self-efficacy — one that relates closely to the concept of emotional
intelligence.

Decisional

Self-efficacy also feeds into our decision-making processes when it comes to

exposing ourselves to different environments and situations (Mun & Hwang, 2003).

As noted, Bandura’s view of the agentic human experience argues that humans have
control over their self-development. The alternative is that humans’ lives are at the
whim of destiny. Therefore, by employing self-efficacy, one can choose to expose
themselves to environments that will best facilitate personal growth and development
through thoughtful choices and deliberate actions (Bandura, 2008).

https://positivepsychology.com/bandura-self-efficacy/