Relationship Between Self-Efficacy Measured by the Teachers' Sense of Efficacy Scale and Teacher Participation in Professional Development School Activity

• In Event: 52.084 - Roundtable Session 18
  In Roundtable Session: 52.084-4 - Looking Inward: Reflection, Self-Study, and Self-Efficacy in Professional Development School Contexts

Abstract

The School of Education at this institution of higher education (IHE) currently collaborates in formal professional development school (PDS) partnerships with 19 public schools. A major emphasis of the PDS model is the systematic collaboration between the university and the school in preparing these pre-service teachers for the realities of the contemporary classroom. We surveyed those 19 schools in order to determine if the collaboration was systemic. We wanted to relate self-efficacy to the likelihood that teachers would participate in PDS activity. With the use of the Teacher’s Sense of Self-Efficacy Scale, we found the higher the in-service teacher’s self-efficacy the greater the likelihood that they would participate in PDS activity.

Authors

• Juliann Dupuis, Notre Dame of Maryland University

• Stephanie L Savick, Notre Dame of Maryland University

• Mark J. Fenster, Notre Dame of Maryland University