The purpose of this quantitative study was to develop a reliable and valid psychometric instrument, the Teacher Political Self-Efficacy Scale (TPSE Scale), for measuring K-12 teachers’ political self-efficacy in abilities to engage in activities that may directly or indirectly influence education public policymaking. Using Bandura’s Social Cognitive Theory as a theoretical lens and the TPSE Scale for measurement, the problem of weak classroom teacher voice in education public policy process is explored. Two separate studies confirmed the reliability of the TPSE Scale. Construct and other forms of validity were confirmed using additional measures of Political Efficacy as citizens, teacher Instructional Efficacy, and teacher level of actual Engagement in political/civic/professional activities. Other elements to the investigative framework included Number of Years teaching, Gender, level of Educational Attainment, School Setting, and teacher perception of adequacy of school district Funding. Teachers’ reported overall low levels of TPSE which was also positively and significantly correlated to level of Engagement. While Political Efficacy as citizen and Number of Years teaching were positively and significantly related to TPSE, Instructional Efficacy was not. Male teachers were found to have significantly higher means of TPSE compared to female colleagues but there were relatively few men in the sample. Teachers with advanced degrees had significantly higher means for TPSE compared to those with bachelor’s degrees. Teachers who held perceptions that their school district had inadequate Funding had significantly lower means for TPSE compared to their colleagues who felt otherwise. There were no significant differences in the means for TPSE based on School Setting. In addition to establishing TPSE Scale reliability and validity, study results contribute to the understanding of marginalized K-12 teacher voice in education public policymaking. Results may inform the design of interventions for building teacher confidence and skill in this political domain of functioning. Scale use may also sensitize teachers to existing avenues for exercising voice that have been previously underutilized or that were not fully understood as opportunities for influencing a political process. It may influence teachers’ future choices about level of engagement.

No description available.

This study aims to provide insights into Swedish upper secondary school students experiences with Model UN, a roleplay simulation of the United Nations General Assembly, and it´scontributions to the development of knowledge and skills in civics education. Examining Model UN is crucial for evaluating its pedagogical effectiveness and understanding students' perspectives and experiences. It is also essential to investigate how Model UN can enhance students' understanding of societal issues and international relations, particularly in a time of increasing global complexities. By exploring questions that emphasize the function of roleplaying as a tool for increased understanding of societal issues, international relations, and democracy, as well as students' interpretations of participation, the study aims to enhance understanding of how Model UN can benefit students' learning and development.The study utilizes theoretical frameworks that draws from civics didactics such as Christina Odenstad´s (2010) subject profiles and Sara Blanck´s (2014) subject didactics to examine the impact of model UN simulations. Odenstad (2010) categorizes social studies or civics into orientation subject, analysis subject, and discussion subject, while Blanck (2014) adds a subject didactic aspect emphasizing the ability to act and citizenship education. These profiles help analyse how Model UN contributes to students' learning and skills development.Drawing from interviews with upper secondary school students, the study finds that Model UN simulations is an engaging teaching method where students perceive significant development. Students' interest and engagement in societal issues rises, and by assuming roles and discussing crucial topics, they gain a deeper understanding of subjects such as politics and democracy. Factual knowledge develops through participation in role-playing, aiding students in effective argumentation and understanding diverse perspectives. Following the simulations, students emphasize the importance of nuanced analysis, which has enhanced their critical thinking and ability to avoid falling victim to propaganda. Students who participated in Model UN describe developing skills in oral presentation, self-confidence, political self-efficacy, and understanding beyond facts. Through their experiences, they describe a collective journey of nervousness, uncertainty, and growth.The experience led them to realize that political issues are more nuanced than they previously believed, emphasizing the importance of being prepared for counterarguments and understanding different viewpoints. They believe that the practical approach of role-playing is a valuable complement to traditional theoretical education and advocate for more inclusion of such activities in school curricula. Model UN was an enriching and rewarding experience that not only strengthened their skills but also increased their understanding of political issues and international relations. They stress that such activities should become available to more students to promote a deeper understanding and a more engaged approach to societal issues.The study's findings indicate that Model UN provided a breadth in education where all four didactic profiles were demonstrated and developed, suggesting that UN role-playing can be a useful teaching tool in civics education.