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

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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.

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Journal of Teacher Education for Sustainability

The Journal of UNESCO Chair on the Interplay of Tradition and Innovation in Education for Sustainable Development (ESD) at Daugavpils University, Latvia

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CiteScore 2017: 1.15

SCImago Journal Rank (SJR) 2017: 0.313
Source Normalized Impact per Paper (SNIP) 2017: 1.335

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