Professional development and teacher efficacy: evidence from the 2013 TALIS

The purpose of this study was to examine the effects of new Annual Professional Performance Review (APPR) legislation on professional development, instructional practices, and teacher efficacy. Additionally, teacher perceptions of the impact of new APPR standards on the disability classification rate in their school districts were examined. A mixed-method survey was conducted comparing two Average Needs, public school districts, in New York. Although similar student demographics were reported, the disability classification rate in District 1 was above the state the average and District 2 below the state average. The results of this study revealed that the implementation of APPR legislation significantly affected teacher's perceptions of professional development, instructional practices, and teacher efficacy. Professional development proved to be of high importance for all teachers in both districts. However, there was little consensus about the effects of APPR on the disability classification rates.

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Changes in Psychosocial Perspectives Among Physical Activity Leaders: Teacher Efficacy, Work Engagement, and Affective Commitment

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0274 ◽

2020 ◽

pp. 1-9

Author(s):

Ann Pulling Kuhn ◽

Russell L. Carson ◽

Aaron Beighle ◽

Darla M. Castelli

Keyword(s):

Physical Activity ◽

Professional Development ◽

Teacher Efficacy ◽

Work Engagement ◽

Affective Commitment ◽

Technical Assistance ◽

Comprehensive School ◽

Experienced Teachers ◽

Physical Activity Program ◽

Activity Program

Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

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

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2016-0007 ◽

2016 ◽

Vol 18 (1) ◽

pp. 84-94 ◽

Cited By ~ 14

Author(s):

Julia H. Yoo

Keyword(s):

Professional Development ◽

Teacher Efficacy ◽

Self Efficacy ◽

Learning Experience ◽

Online Professional Development ◽

Score Change ◽

Development Experience ◽

Qualitative Methodologies ◽

K 12

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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