Dissertation/Thesis Abstract

Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers
by Schluntz, Michele, Ed.D., Northern Illinois University, 2018, 273; 10829679
Abstract (Summary)

The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals.

Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE.

As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky’s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

Indexing (document details)
Advisor: Wilkins, Elizabeth
Commitee: Laben, Joyce, Tonks, Stephen
School: Northern Illinois University
Department: Curriculum and Instruction
School Location: United States -- Illinois
Source: DAI-A 80/01(E), Dissertation Abstracts International
Subjects: Educational leadership, Education
Keywords: Collective teacher efficacy, Elementary teachers, Job-embedded professional development
Publication Number: 10829679
ISBN: 978-0-438-39169-7
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