Teachers' Perceptions of Self-Efficacy and Teachers' Perceptions of Themselves as Self-Directed Learners: An Exploratory Study

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Teaching and Learning: Multicultural Education, Mindsets, and Perceptions (Table 7)

Abstract

There is a widely-recognized need for teacher professional development (PD) reform. One alternative is the implementation PD that utilizes Self-Directed Learning (SDL). Empowering teachers to direct their professional learning lays the foundation for an environment that supports teacher self-efficacy, a factor which has demonstrated implications for teaching and learning (De Smul et al., 2018). This exploratory study used correlational analyses to examine the relationship between teachers’ (N=25) perceptions of their self-efficacy, as measured by the Teacher Sense of Efficacy Scale, and teachers’ perceptions of themselves as self-directed learners, as measured by the Self-Directed Learning Inventory. A positive relationship was observed for some but not all constructs. Implications for further research and teacher professional learning are discussed.

Authors

• Holly Weaver, Appalachian State University
  Presenting Author

• Katherine Chesnutt, Appalachian State University
  Presenting Author

• Tyrel Winebarger, Appalachian State University
  Presenting Author

• Caleb Marsh, Appalachian State University
  Presenting Author

• Janet Johnson, Appalachian State University
  Presenting Author

• Rachel Ellen Nelson, Appalachian State University
  Presenting Author

• Kameron Barlow
  Presenting Author

• Tyler Tobin, Appalachian State University
  Presenting Author

• Jui-Teng Li, Appalachian State University
  Presenting Author

• Corinne Smith, Appalachian State University
  Presenting Author

• James Beeler, Appalachian State University
  Presenting Author