The Effect of Professional Development on Teacher Efficacy and Teachers' Self Analysis of Their Efficacy Change
Abstract The current study examined the effect of an online professional development learning experience on teachers' self efficacy through 148 (Male=22; Female=126) K 12 teachers and school educators. The Teachers' Self Efficacy Scale (TSES) developed by Tschannen Moran and Woolfolk Hoy (2001) was administered twice with a five week gap. Additionally, all participants' descriptive self analysis of their own score change was examined to analyze teachers' attributions of their self efficacy change. Both quantitative and qualitative methodologies were used to analyze the data. The findings indicated that teacher efficacy increased as a result of their online professional development experience. Participants' self analysis of their efficacy change provided some possible explanations for mixed reports for the influence of experience on teacher efficacy.