An exploration into increasing teacher self-efficacy through participation in action research.

摘要

This mixed method study examined the effects of participation in action research on teacher self-efficacy. The purpose of the study was to explore the perceptions of changes in self-efficacy that participants experienced as a result of conducting action research. Research questions for the study were: (a) Does the focus (topic) of action research affect teacher self-efficacy? (b) Will K-12 teachers conducting action research in an 18-week course show a change in teacher self-efficacy beliefs? (c) How does action research affect teacher self-efficacy beliefs? A sample of K-12 public and private school teachers (N = 101) completed the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) for the quantitative component of the study to measure changes in levels of teacher self-efficacy before and after conducting action research in a master's in education capstone graduate course. The qualitative component was comprised of seven focus group interviews (N = 20) of teachers who had previously conducted action research in a Research for Educators graduate course and a writing activity (N = 103) completed by the current Research for Educators survey participants and the focus group participants. Repeated Measures of Analysis of Variance indicated that the type of focus of the individual action research projects did not make a difference in teacher self-efficacy. However, there was a significant positive growth in all three areas of teacher self-efficacy (student engagement, instructional strategies, and classroom management ) as a result of conducting action research. Three themes emerged from the qualitative data. As a result of conducting action research, teachers (a) developed confidence and competence in teaching effectiveness through increased knowledge and acquisition of instructional management and engagement strategies; (b) felt assured and encouraged to uphold higher expectations for themselves and their students, and (c) acquired a sense of success through developing a mental "withitness" of being keenly aware of teachers' and students' needs and abilities. Results of this study indicate that teacher participation in action research is a viable approach to building teacher self-efficacy and a potentially effective means for professional development toward the goal of improving teaching and student learning.