Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial

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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Professional development and teacher efficacy: evidence from the 2013 TALIS

School Effectiveness and School Improvement ◽

10.1080/09243453.2019.1612454 ◽

2019 ◽

Vol 30 (4) ◽

pp. 487-509

Author(s):

Yan Liu ◽

Wei Liao

Keyword(s):

Professional Development ◽

Teacher Efficacy

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Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

American Educational Research Journal ◽

10.3102/0002831220916840 ◽

2020 ◽

Vol 57 (6) ◽

pp. 2378-2414 ◽

Cited By ~ 1

Author(s):

Matthew A. Kraft ◽

Heather C. Hill

Keyword(s):

Field Trial ◽

Math Instruction ◽

Web Based ◽

Sustained Effects ◽

Randomized Field Trial ◽

Interim Assessments ◽

Mathematical Quality ◽

Math Test ◽

Math Test Scores

This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

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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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