An Exploratory Case Study on Professional Development, Self-Efficacy and Educational Change

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Professional development is widely used in schools at all levels to provide teachers with the necessary skills to deliver relevant and effective instruction, to increase student achievement, and drive educational change both in classrooms and in schools overall. The problem is that professional development inadequately addresses the knowledge practice gap that exists between teacher participation in professional development, teacher self-efficacy, student learning, and educational change. This is a problem that can be explored through a study. Thirty to thirty-five K-12 teachers participated in a focus group and responded to a teacher self-efficacy questionnaire. The data collected was used to identify patterns about teachers’ professional development experiences, perspectives, and attitudes about the impact on instruction, educational change, and student achievement. The case study was grounded in Bandura’s Theory of Self-Efficacy and Burns’ Transformational Leadership Theory to support the premise that effective professional development considers the tenants of teacher self-efficacy and transformational leadership to bring about positive changes in instructional practice, student achievement, and educational change.
An Exploratory Case Study on Professional Development, Self-Efficacy, and Educational Change The exploratory case study sought to understand how professional development and teachers' self-efficacy impacted educational change in the K-12 classroom.