NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863503
Record Type: Journal
Publication Date: 2009-Dec
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0013-5984
Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy
Tschannen-Moran, Megan; McMaster, Peggy
Elementary School Journal, v110 n2 p228-245 Dec 2009
This quasi-experimental study tested the potency of different sources of self-efficacy beliefs. Respondents were primary teachers (N = 93) in 9 schools who completed surveys of their self-efficacy beliefs and level of implementation of a new teaching strategy for beginning readers before and after participating in 1 of 4 formats of professional development presenting the same teaching strategy with increasing levels of efficacy-relevant input. Results indicated that the professional development format that supported mastery experiences through follow-up coaching had the strongest effect on self-efficacy beliefs for reading instruction as well as for implementation of the new strategy. A substantial proportion of the teachers who participated in formats that included a demonstration with local students and a planning and practice session, but no follow-up coaching, experienced a decrease in their self-efficacy for reading instruction. (Contains 4 notes and 1 table.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 2; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A