The sociological explanation of the relationship between the educational efficacies of teachers and their social/cultural capital

This research is an attempt to explain the relationship between the educational efficacies of teachers and their social/cultural capital. In other words, the research aims to study the phenomena of educational efficacies as the social and in relation with some social variables. Therefore, its main questions are formulated around the problematic of the nature of interaction between social space and educational field: how do teachers act and play their roles according to their social and cultural capital in educational field? The theoretical framework is based on Bourdieu, Putnam and Coleman social theory. The population includes high school teachers of Sanandaj in 1389-1390 that are about 1262. The sample is selected via stratified relative sampling which is about 300. The findings show that the main index of social and cultural capital which has meaningful relationship with educational efficacies is social corroboration. Moreover, cultural habitus and institutionalized cultural capital has also most meaningful relationship with educational efficacies. We can generally claim that the teachers who own a high degree of social and cultural capital have also a high degree of educational efficacies.