2020-06-082020-06-082020-052020-05May 2020https://hdl.handle.net/2346/85741Technology is creating an increasingly interconnected society, but educators in the U.S. have struggled to find ways to help our citizens become globally competent. Teachers, however, are likely to be key contributors to fostering global citizenship in students, but little is known about how global citizenship influences teaching practices; and even less is known about the origins of teachers’ own global citizenship beliefs. Using Bandura’s concept of triadic reciprocity as a framework, SEMs were constructed that fit the data showing (a) connections between global citizenship beliefs and current teaching practices; and (b) connections among past beliefs, environments, experiences and current global competencies and teaching for global readiness. Implications and directions for future research are discussed.application/pdfengGlobal citizenshipGlobal citizenship educationGlobal competencyTeaching for global readinessTriadic reciprocitySEMThesis2020-06-08Unrestricted.