The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, & Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
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Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Roy, Melissa, "Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study" (2016). Electronic Theses and Dissertations. 5046.