The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change
By Juliana H. Yoo. 2016
157 citations recorded by the source corpus.
Abstract 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.
Subfields: Education, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4cb73f79b2a3090da8564086aa9653e891a57764
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In Education
In Safety Research
In Social Psychology
Citations in the corpus
- Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “Though Yoo (2016) incorporated a pre/post test design, the professional development program was 100% online rather than in person and a majority of the participants were working on their master's degrees at the same time, which may have also influenced their self-efficacy.”