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ERIC Number: EJ1129606
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1366-4530
Effect of Professional Development on Teaching Behaviors and Efficacy in Qatari Educational Reforms
Zimmerman, Whitney Alicia; Knight, Stephanie L.; Favre, David E.; Ikhlef, Atman
Teacher Development, v21 n2 p324-345 2017
Qatar is undergoing major educational reform that is shifting its educational policy toward an instructional orientation grounded in constructivism and student-centered instruction. Differences in cultural conceptions of knowledge acquisition and the purpose of education are examined to highlight challenges to Qatar's reform implementation efforts. Self-efficacy theory is reviewed to provide a theoretical framework for our examination of the adequacy of professional development to impact teacher efficacy for implementing reform-based teaching practices. Teaching behaviors in line with the reform and teacher efficacy were quantitatively measured before and after professional development for treatment and control groups. Regression methods were used to examine the impact of professional development on the relationship between teaching behaviors and teacher efficacy. Results indicate a significant interaction effect; for teachers who received the training, the relationship between behaviors and teacher efficacy was negative, while for teachers in the control group this relationship was positive. Implications of the findings for teacher efficacy and professional development are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Identifiers - Assessments and Surveys: Teacher Efficacy Scale
Grant or Contract Numbers: N/A