Abstract

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.

Notes

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Graduation Date

2016

Semester

Summer

Advisor

Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006383

URL

http://purl.fcla.edu/fcla/etd/CFE0006383

Language

English

Release Date

August 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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