Year: 2007
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: We designed a professional development (PD) program to increase the teacher efficacy of mathematics teachers. We randomly assigned 106 Grade 6 teachers in 1 school district to treatment and control conditions in a delayedtreatment design. The PD explicitly addressed 4 sources of teacher-efficacy information identified in social-cognition theory (Bandura, 1997). Treatment teachers outperformed control-group teachers on 3 measures of teacher efficacy, but results were statistically significant only for efficacy for classroom management. We attributed the teacher-efficacy effects of the PD (6% of the variance) to the priority given in the PD to management of classroom discussions and overt attempts by PD leaders to redefine teacher conceptions of classroom success.
Authors: John Ross, Catherine Bruce
Institutions: University of Toronto, Trent University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1985302499