The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change

• Authors: Julia H. Yoo
• Languages of publication: EN

Abstracts

EN

The current study examined the effect of an online professional development learning experience on teachers’ self-efficacy through 148 (Male=22; Female=126) K-12 teachers and school educators. The Teachers’ Self-Efficacy Scale (TSES) developed by Tschannen- Moran and Woolfolk Hoy (2001) was administered twice with a five-week gap. Additionally, all participants’ descriptive self-analysis of their own score change was examined to analyze teachers’ attributions of their self-efficacy change. Both quantitative and qualitative methodologies were used to analyze the data. The findings indicated that teacher efficacy increased as a result of their online professional development experience. Participants’ self-analysis of their efficacy change provided some possible explanations for mixed reports for the influence of experience on teacher efficacy.

Keywords

EN

teacher efficacy; teacher reflection; self-efficacy change; teacher professional development for sustainable development

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2016
• Volume: 18
• Issue: 1
• Pages: 84-94

Dates

published

2016-06-01

online

2016-06-28

Contributors

author

Julia H. Yoo

• Lamar University, P.O. Box 10034, Beaumont, TX 77710, USA

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Identifiers

DOI

10.1515/jtes-2016-0007