A Survey of Teachers’ Confidence in Economics: Implications for Developing Programs for Teachers

Abstract

This paper presents the results of a survey measuring the confidence of elementary and secondary social studies teachers in their knowledge of economic concepts and issues. Based on mean scores, it appears that elementary and secondary social studies teachers are not very confident in their knowledge of economic concepts and issues. Further analyses of the data reinforce earlier claims that teachers’ lack of confidence is related to levels of formal economic coursework. The pattern of responses is not surprising with secondary social studies teachers expressing greater confidence than elementary teachers. Teachers also report interest in attending economic education programs and rate reduced college tuition as the most attractive incentive for participation. The authors speculate that teacher confidence can be improved by showing teachers how to understand and apply an economic reasoning to deduce possible explanations to economic problems.