The Impact of Professional Development on Teachers' Self-Efficacy in Writing Instruction and Personal Writing

• In Event: Poster Session 10
  In Poster Session: Teacher Development/Professional Development Posters

Abstract

This study empirically examined the extent to which teachers’ self-efficacy as writers and writing instructors would increase or decrease after participating in a year-long professional development (PD) program provided by the Tidewater Writing Project (TWP). Twenty K-6 teachers from a metropolitan elementary school in Eastern Virginia participated in the TWP’s PD program. Self-efficacy of Writing and Writing Instruction was measured using a 5-point Likert scale questionnaire. Qualitative data obtained through writing lessons observations during the PD and interviews with the participating teachers were analyzed. The study demonstrates that a long-term PD can influence teacher learning and increase self-efficacy of writing instruction especially when the teachers are interested in the content of high-quality workshops.

Authors

• Guang-Lea Lee, Old Dominion University

• Terri Brodeur, Old Dominion University

• Cherng-Jyh Yen, Old Dominion University

• Tian Luo, Old Dominion University