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ERIC Number: EJ1017026
Record Type: Journal
Publication Date: 2013-Jul
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1059-7069
The Effect of E-Coaching Attendance on Alternatively Certified Teachers' Sense of Self-Efficacy
Anthony, Anika; Gimbert, Belinda; Fultz, David
Journal of Technology and Teacher Education, v21 n3 p277-299 Jul 2013
A study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions. Furthermore, teachers who attended six or more e-coaching sessions reported significant gains in self-efficacy over their first year of teaching, whereas teachers who attended five or fewer sessions did not report significant gain in self-efficacy. Findings suggest that programmatic efforts to use blended learning to support teacher professional development should be accompanied with policies and incentives that encourage use, along with scheduling adjustments that reserve time for teachers' frequent and meaningful use of the online component of blended learning.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A