Date of Award
Doctor of Education (EdD)
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.
Partin-Dunn, Rhonda L., "The Impact of Research-Based Professional Development on Teacher Self-Efficacy and Collective Efficacy Beliefs with Respect to Applying Techniques from Teach Like a Champion 2.0" (2020). Doctor of Education Dissertations. 66.
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