Nurturing Teacher Efficacy Through Peer-led Professional Development

Location

Session 3 Presentations - Educator Professional Development II

Proposal Track

Research Project

Session Format

Presentation

Abstract

Teacher belief and action affect student learning. Teacher efficacy has long been recognized as a source of motivation and influence on student achievement (Bandura, 1997). Research shows that if teachers are prepared and have a positive belief in themselves, they do better in the classroom and increase student achievement (Ronfeldt, Brockman & Campbell, 2018). Teachers that are trained, inducted, and mentored have shown an increase in teacher self-efficacy (Wang, Tan, Li, Tan, & Lim, 2017). This project was designed to implement a peer-led professional development to train fellow teachers on teacher efficacy and to investigate the relationship between teacher efficacy and student achievement. A mixed-methods approach was used to examine the effect of peer-led professional development on teacher efficacy. A total of 15 teachers at a middle school volunteered to participate. Both quantitative and qualitative data on teacher efficacy were collected during the professional development, using Bandura Teacher Self-Efficacy Scale (1997) and self-created Phillips Teacher Questionnaire and Closing Survey (2020). The results indicate that there was a significant shift of attitudes and beliefs concerning teacher efficacy, and the peer-led professional development has positive effect on teacher-efficacy. For Professional learning to be effective, it must be created to meet the needs of teachers. Teacher leaders must take on the significant roles of mentors and coaches in fostering positive teacher efficacy collectively or individually.

Keywords

Teacher-Efficacy, Social Cognitive Learning, Professional Development

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Oct 8th, 12:45 PM Oct 8th, 1:55 PM

Nurturing Teacher Efficacy Through Peer-led Professional Development

Session 3 Presentations - Educator Professional Development II

Teacher belief and action affect student learning. Teacher efficacy has long been recognized as a source of motivation and influence on student achievement (Bandura, 1997). Research shows that if teachers are prepared and have a positive belief in themselves, they do better in the classroom and increase student achievement (Ronfeldt, Brockman & Campbell, 2018). Teachers that are trained, inducted, and mentored have shown an increase in teacher self-efficacy (Wang, Tan, Li, Tan, & Lim, 2017). This project was designed to implement a peer-led professional development to train fellow teachers on teacher efficacy and to investigate the relationship between teacher efficacy and student achievement. A mixed-methods approach was used to examine the effect of peer-led professional development on teacher efficacy. A total of 15 teachers at a middle school volunteered to participate. Both quantitative and qualitative data on teacher efficacy were collected during the professional development, using Bandura Teacher Self-Efficacy Scale (1997) and self-created Phillips Teacher Questionnaire and Closing Survey (2020). The results indicate that there was a significant shift of attitudes and beliefs concerning teacher efficacy, and the peer-led professional development has positive effect on teacher-efficacy. For Professional learning to be effective, it must be created to meet the needs of teachers. Teacher leaders must take on the significant roles of mentors and coaches in fostering positive teacher efficacy collectively or individually.