Date of Award

Summer 2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

David Shellman

Abstract

This mixed methods research examined the impact of professional development on teacher self-efficacy and collective efficacy beliefs with respect to applying techniques from Teach Like A Champion 2.0. Increasing research shows there is a positive correlation between student achievement and high levels of teacher self-efficacy. Studies on teacher preparation acknowledge the role professional development plays on both teacher self-efficacy and collective efficacy beliefs. Additionally, research-based best practices like the techniques found in Teach Like A Champion 2.0 have been established as behaviors of highly efficacious teachers. The study assessed teacher self-efficacy and collective efficacy beliefs, provided research-based professional development, reassessed self-efficacy and collective efficacy beliefs, and measured the impact. It was hypothesized that by providing research-based professional development exposing teachers to research-based best practices, teacher self-efficacy and collective efficacy would be positively impacted. Although small in scope, this study provided insight into the role research-based professional development has on teacher self-efficacy and collective efficacy beliefs. Overall, teacher self-efficacy beliefs showed a significant increase, while collective efficacy beliefs showed a marginal difference.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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