Social Cognitive Theory (SCT) Title:

Pedagogical Content Knowledge and

Social Cognitive Theory (SCT) is an interpersonal level theory developed by Albert Bandura that Performance of Public Secondary English
emphasizes the dynamic interaction between people (personal factors), their behavior, and their environments.
This interaction is demonstrated by the construct called Reciprocal Determinism (Rana & Dwivedi, 2015). This Teachers Handling Out-of-Field Learning Areas:
theory posits that personal factors, environmental factors, and behavior continuously interact through A Mixed Method
influencing and being influenced by each other.
Research Questions/Statement of the Problem:
Environmental Factors • To determine the level of the pedagogical content knowledge of
(Pedagogical Competence of Teachers) public secondary English teachers handling out-of-field
learning areas in terms of:
Personal Factors Behavior • knowledge of instructional strategies;
(Attitudes toward Mathematics) (Academic Achievement) • knowledge of students’ understanding;
• knowledge of assessment;
Personal Factors. In the context of Social Cognitive Theory, personal factors refer to individual characteristics, • knowledge about the curriculum; and
cognitive processes, and beliefs that influence behavior. These factors include self-efficacy, outcome expectations, • teaching orientation
personality traits, and cognitive patterns (Abdullah, 2019). In this study, personal factors are conceptualized as • To determine the level of the performance of public secondary
attitudes of the students toward learning mathematics which, in turn, play a significant role in motivation and English teachers handling out-of-field learning areas in terms
learning.
of:
Environmental Factors. Environmental factors, on the other hand, are mainly composed of ‘‘physical’’ and ‘‘social’’ • curriculum content and pedagogy;
dimensions (Anwar, Rehman, Wang, Hashmani, & Shamim, 2019). The term "social dimension" refers to various • learning environment;
aspects related to society, human interactions, and social structures (Cordón-García, Alonso-Arévalo, Gómez-Díaz, & • diversity of learners;
Linder, 2013). In this study, the environmental factors are conceptualized as the pedagogical competence of • curriculum planning;
teachers considered as the practices and norms (Israel, 2018) and how these influence individual behavior,
• assessment and reporting; and
opportunities, and success.
• personal growth and professional development?
By applying the Social Cognitive Theory as a theoretical framework, this study pursues to discover how attitudes • To determine the significant relationship between the
towards learning Mathematics (personal factors) and pedagogical competence of teachers (environmental factors) pedagogical content knowledge and performance of public
contribute to the academic achievement (behavior) of students in Mathematics among public secondary schools.
secondary English teachers handling out-of-field learning areas
Social Cognitive Theory (SCT) provides a comprehensive framework for understanding how personal factors,
environmental influences, and cognitive processes interact to shape human behavior. In the context of the • To identify the indicators of pedagogical content knowledge
relationship between attitudes of learners toward learning mathematics and their academic achievement in that can significantly influence the performance of public
mathematics, SCT can help in understanding the mediating effect of pedagogical competence of teachers. According secondary English teachers handling out-of-field learning areas
to SCT, personal factors such as attitudes play a crucial role in influencing behavior, while environmental factors such • To describe the challenges faced by public secondary English
as teacher quality can also affect academic achievement. Additionally, SCT emphasizes the importance of teachers in teaching out-of-field learning areas
observational learning, vicarious, symbolic, and self-regulatory processes, and reciprocal determinism in shaping
behavior. Therefore, SCT can help in understanding how the pedagogical competence of teachers can mediate the
relationship between learners' attitudes toward learning mathematics and their academic achievement in mathematics
by considering personal factors, environmental influences, and cognitive processes.
References
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Cordón-García, J. A., Alonso-Arévalo, J., Gómez-Díaz, R., & Linder, D. (2013). Social reading: platforms, applications, clouds and tags. Elsevier.
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