Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial

Catherine D. Bruce

486 citations0/0 files storedThe Journal of Educational Research

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Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Evaluation of Teaching Practices

Abstract

We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayedtreatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory (Bandura, 1997). Treatment teachers outperformed control-group teachers on 3 measures of teacher efficacy, but results were statistically significant only for efficacy for classroom management. We attributed the teacher-efficacy effects of the PD (6% of the variance) to the priority given in the PD to management of classroom discussions and overt attempts by PD leaders to redefine teacher conceptions of classroom success.

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References

1999Self-Efficacy: The Exercise of Control 1998Principles and Practice of Structural Equation Modeling 1993Perceived Self-Efficacy in Cognitive Development and Functioning 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions 2001Teacher efficacy: capturing an elusive construct 1998Teacher Efficacy: Its Meaning and Measure 1984Teacher efficacy: A construct validation.1969Concerns of Teachers: A Developmental Conceptualization

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2016Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature 2013Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers 2013Exploring teacher self-efficacy for inclusive practices in three diverse countries 2011Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement 2013Mathematics teachers’ learning: a conceptual framework and synthesis of research

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