Schmidt, Jennifer A. (Jennifer Anne)
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
Teachers--Training of; Science--Study and teaching; Science teachers--In-service training; Educational psychology; Science education
Using extant data that were collected as part of a larger project, the current study examined teacher self-efficacy and the teachers' intentions to implement workshop content throughout the course of a six-week professional development workshop focused on enhancing science motivation for students through the adoption of specific instructional strategies. There were a total of 20 middle and high school teacher participants. Results indicated teacher self-efficacy changed significantly from pre to post. Teachers showed higher teacher self-efficacy after the professional development, in particular for influencing student engagement. In addition, we found a moderate correlation between the level of confidence after the implementation of a strategy and teachers intention of trying the strategy again. Finally, new direction for future research topics made possible by this study are presented.
Menez, Jessica L., "Examining teacher self-efficacy about best practices in science during a professional development series" (2014). Graduate Research Theses & Dissertations. 2976.
Northern Illinois University
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