Abstract:
This study explores how Business studies teachers’ perceptions of Pasifika students’ self-efficacy impact Pasifika students’ engagement and performance in Business studies. A qualitative case study approach was used with interpretive and decolonising paradigms. Semi-structured interviews were conducted with two Business studies teachers from two Auckland secondary schools, respectively. Four Year 11 Tongan students shared their views and experiences in Business studies through talanoa. Pasifika methodologies and principles such as Talanoa were employed for a Tongan perspective. The findings from this study provides insight into the perceptions of Tongan students and their Business studies teachers concerning self-efficacy. Teachers’ perceptions aligned with significant notions of self-efficacy which conflicts with Tongan perceptions, specifically the collective nature of Tongan self-efficacy. These findings implicate how Tongan students’ values and identity can be utilised by their teachers to enhance their engagement and performance in Business studies. The recognition of indigenous knowledge and epistemologies is not always visible in Business studies or easy to implement. Therefore, teachers need to purposefully learn about Pasifika peoples, their respective values, and principles to enhance the engagement and performance of their students effectively. A framework around Tongan self-efficacy could be conceptualised to provide teachers with practical tools strategies to transform their practice in Business studies education.
