Fostering Personal Teaching Efficacy Through Staff Development and Classroom Activities

Janet J. Fritz · Janet Miller-Heyl · Jill Kreutzer · David MacPhee

119 citations0/0 files storedThe Journal of Educational Research

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Evaluation of Teaching Practices

Abstract

The effectiveness of the DARE to be You (DTBY) teacher training for enhancing feelings of personal teaching efficacy was assessed for 241 control or training-group teachers using a pretest, posttest, and 9-month follow-up design. Examined was the relation between personal and general teaching efficacy, satisfaction with and investment in teaching, and integration of roles. Significant group-by-time interactions were found for personal and teaching efficacy and the four teacher self-perception measures, using a repeated-measures multivariate analysis of variance. Level of involvement with the DTBY classroom activities was related to efficacy judgments. The study provides support for the value of the DTBY training and the importance of addressing teaching efficacy issues within staff development programs aimed at curricular innovation.

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References

1985Social Foundations of Thought and Action : A Social Cognitive Theory 1982Self-efficacy mechanism in human agency.1984Teacher efficacy: A construct validation.1990Prospective teachers' sense of efficacy and beliefs about control.1991Self-regulatory mechanisms governing the impact of social comparison on complex decision making.1985Teachers' Sense of Efficacy: An Important Factor in School Improvement 1988Teacher development and school improvement: The process of teacher change 1988Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement.

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