Dissertation/Thesis Abstract

Online Professional Development: Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School
by De Vera, Jose Carlo, Ed.D., Loyola Marymount University, 2015, 125; 3726488
Abstract (Summary)

Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixed- methods research explored the impact of an online PD program on high school teachers’ self-efficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture.

Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

Indexing (document details)
Advisor: Molebash, Philip
Commitee: Aceves, Manuel, Sabatino, Anthony
School: Loyola Marymount University
Department: Education
School Location: United States -- California
Source: DAI-A 77/03(E), Dissertation Abstracts International
Subjects: Educational psychology, Secondary education, Educational technology
Keywords: Adult learning, Andragogy, Catholic schools, Online professional development, School culture, Self-efficacy
Publication Number: 3726488
ISBN: 978-1-339-11236-7
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