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ERIC Number: EJ776274
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: Author
Reference Count: 44
ISSN: ISSN-0022-0671
Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial
Ross, John; Bruce, Catherine
Journal of Educational Research, v101 n1 p50-60 Sep-Oct 2007
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 delayed-treatment 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. (Contains 1 figure, 4 tables, and 2 notes.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001