The effects of participation in teacher research on teacher efficacy and empowerment /
A teacher research initiative was implemented during one academic year in an alternative and special education school located in a large school district in the southwestern United States. Quantitative and qualitative methodologies were utilized to examine participatory teacher research as a self-ini...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730828971&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | A teacher research initiative was implemented during one academic year in an alternative and special education school located in a large school district in the southwestern United States. Quantitative and qualitative methodologies were utilized to examine participatory teacher research as a self-initiated, collaborative means of professional development for teachers. Participants included 11 teachers who taught in elementary, middle, and secondary school. The teachers engaged in six study team meetings and multiple small group sessions to identify instructional challenges, verify the challenges with data collection and interpretation, develop and implement instructional interventions, and perform data-based evaluation of interventions. Bandura's (1997) social cognitive theory was the framework utilized to examine general and personal teaching efficacy as predicted by teacher empowerment, collaboration, and teacher perceptions of school climate. All variables were measured with surveys administered prior to and following the teacher research initiative. A series of regression analyses explored whether teacher efficacy was predictable by empowerment, collaboration, and perception of school climate. Teacher interviews were also conducted in pre and posttest fashion and submitted to a constant comparative analysis. Classroom observations were conducted to explore the relationship between teacher behavior and teacher efficacy. Results indicated that participation in teacher research had a positive effect on teachers' general and personal teaching efficacy and moderately on collaboration. No effect was observed for teacher empowerment or perceptions of school climate. Gains in collaboration were positively related to general teaching efficacy growth. Low collaborators exhibited the greatest growth in collaboration but not enough to overtake those rated highest in collaboration at pretest. Teacher empowerment and perceptions of school climate were not predictive of either general or personal teaching efficacy. Teacher instructional behavior was not related to efficacy growth but time of year effects were observed. Qualitative observations suggested that the teachers replaced interactive instruction with monitoring seatwork near the end of the year, presumably to maintain control of student behavior. Findings from qualitative analyses support teacher research as a meaningful method of professional development for teachers. Findings also suggest that teacher research may positively impact both general and personal teaching efficacy and teacher collaboration. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | xv, 243 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 204-229). |