Education Commons^™

The Impact Of A Year-Long Professional Development On Teacher Self-Efficacy In Personal Writing And The Teaching Of Writing, Guang-Lea Lee, Terri Brodeur, Cherng-Jyh Yen, Tian Luo, Pauline Salim Muljana

Teaching & Learning Faculty Publications

Long-term professional development (PD) initiatives are scant in the extant literature. This study examines the impact of a year-long, face-to-face teacher PD provided for teachers from a high-need elementary school to improve their personal writing and writing instruction. A mixed-methods approach was used to collect and analyze data primarily from pre- and post-surveys and interviews. Statistical analyses suggest that teachers’ self-efficacy toward writing instruction was improved, but not self-efficacy toward their personal writing. Various means of how the year-long teacher PD influenced their self-efficacy were demonstrated through qualitative analysis. Implications of conducting teacher PD on writing instruction were discussed.

The Differences In Teacher Self- Efficacy Beliefs Among Elementary School Teachers, Christopher Litz

Educational Foundations & Leadership Theses & Dissertations

The purpose of this dissertation was to conduct a study that explores the differences in self-efficacy beliefs among specific teacher subgroups within the elementary school environment. This quantitative study searches for the differences in self-efficacy beliefs among teachers who instruct mandated state assessment subjects and those who do not. In addition, this study also attempts to search for differences in self-efficacy beliefs among elementary general education teachers and elementary specialists. This study utilizes Anita Hoy’s Teacher Sense of Self- Efficacy Scale (TSES) to find the self-efficacy differences in three particular domains: classroom management, student engagement, and instructional strategies.

This study …

The Effects Of Expressive Writing On Stress, Mood, And Perception Of Self-Efficacy And Of Instructor, Sophia S. Tailor

Counseling & Human Services Theses & Dissertations

The purpose of this study was to determine if emotional disclosure through expressive writing would have an effect on stress, mood, self-efficacy, and perception of instructor in a population of undergraduate human services students. This study used a randomized control-group pretest-posttest design with three experimental conditions. There were 32 participants with (N = 10) emotional disclosure group, (N = 11) factual disclosure group, and (N = 11) the control group. The study was conducted over three consecutive days following a variation of Pennebaker's (1986) expressive writing protocol. Study measures and writing samples were collected via a web-based interface. The data …