Adapting and Adjusting in Professional Development Schools to Positively Impact Preservice Efficacy

• In Event: 44.067 - Examinations of Partnership: Approaches for Teaching, Learning, and Leading Together in Professional Development Schools

Abstract

The purpose of this study was to examine the effect of adaptive leadership on pre-service teacher’s efficacious beliefs in the learning organizations of professional development schools during the internship practicum. Teacher efficacy was based upon Tschannen-Moran and Hoy’s (2001) Teacher Sense of Efficacy Scale which included three sub-scales: student engagement, instructional strategies and classroom management. Focus groups interviews were conducted to ascertain perspectives of adaptive leadership and intern efficacy during the internship practicum. Data was collected during the Spring of 2016 year in one Mid-Atlantic University’s pre-service teacher practicum experience within the framework of 34 PDSs. The sample included 126 student teacher interns. The research will help PDS partners and Educational Preparation Providers to augment their existing programs and initiatives.

Authors

• Ron R. Siers, Salisbury University

• James Thomas Fox, University of Southern Mississippi

• Kimberly Michele McCormick, Towson University

• Peter Paprzycki, University of Toledo