Shaping the future of CPD: The Importance of Self-Efficacy
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Faculty of Education
• important in making continuing professional development effective and
• in solving the recruitment and retention crisis
Teacher self-efficacy
Faculty of Education
What is self-efficacy?
On a scale of 1 to 10To what extent do you believe you will be successful in assembling the Nordli wardrobe?10 is super-confident, 1 is no confidence at all
9 or 107 or 8 5 or 63 or 41 or 2
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
“…perceived self-efficacy is a significant determinant of performance partially independently of underlying skills” (Locke, Fredrick, Lee and Bobko, 1984; Schunk, 1984 cited in Bandura, 1986, p. 391).
Faculty of Education
Self-efficacy
“…efficacy is a generative capability in which cognitive, social, emotional and behavioural subskills must be organized and effectively orchestrated to serve innumerable purposes” (Bandura, 1997, p. 37).
“…perceived self-efficacy is a significant determinant of performance partially independently of underlying skills” (Locke, Fredrick, Lee and Bobko, 1984; Schunk, 1984 cited in Bandura, 1986, p. 391).
Faculty of Education
Teacher self-efficacy
Teacher self-efficacy is the belief a teacher has in their capability, as a result of their knowledge, actions and strategies, to contribute to positive outcomes of students in their class in their class.
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007)
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007).
Faculty of Education
The importance of teacher self-efficacy
Teachers’ sense of efficacy related to student outcomes (Armor et al., 1976; Ashton & Webb 1986; Moore and Esselman, 1992; Ross, 1992 cited in Tschannen-Moran & Woolfolk Hoy, 2001).
Related to teachers’ motivation levels (Anderson, Greene & Loewen, 1988).
Related to teachers’ capacity to innovate and sustain innovation (Berman, McLaughlin, Bass Pauly & Zellman, 1997; Guskey, 1988; Stein and Wang, 1988).
Low teacher self-efficacy is related to low job satisfaction and burnout (Aloe, Amo, & Shanahan, 2013; Skaalvik & Skaalvik, 2007).
Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states
Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states
Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states
Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states
Faculty of Education
Sources of self-efficacy
• Enactive mastery experience
• Vicarious experience
• Verbal persuasion
• Physiological and affect states
Faculty of Education
The importance of teacher self-efficacy
• Teacher effectiveness and motivation
• Student attainment
• Recruitment and retention
Faculty of Education
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., … Coe, R. (2015, June 9). Developing great teaching : lessons from the international reviews into effective professional development. [Monograph]. Retrieved 8 April 2016, from http://tdtrust.org/about/dgt/
Faculty of Education
Features of effective professional development
Collaboration in support of professional learning is not only encouraged but also structured and disciplined through engaging with evidence from both pupils’ responses to changes in practices and from research.
Faculty of Education
Features of effective professional development
Collaboration in support of professional learning is not only encouraged but also structured and disciplined through engaging with evidence from both pupils’ responses to changes in practices and from research.
Develops self-efficacy through vicarious experience and verbal persuasion
Faculty of Education
Features of effective professional development
Collaboration in support of professional learning is not only encouraged but also structured and disciplined through engaging with evidence from both pupils’ responses to changes in practices and from research.
Faculty of Education
Features of effective professional development
Collaboration in support of professional learning is not only encouraged but also structured and disciplined through engaging with evidence from both pupils’ responses to changes in practices and from research.
Develops self-efficacy through enactive mastery experience
Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and analysing qualitative evidence about how changes are working on the ground alongside outcomes data through, for example, structured peer observation, use of video, collaborative action research, collaborative work scrutinies and/or structured research lesson study, so that formative evaluation of whether CPD and CPDL are working can be evidence informed.
Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and analysing qualitative evidence about how changes are working on the ground alongside outcomes data through, for example, structured peer observation, use of video, collaborative action research, collaborative work scrutinies and/or structured research lesson study, so that formative evaluation of whether CPD and CPDL are working can be evidence informed.
Develops self-efficacy through enactive mastery experience
Faculty of Education
Features of effective professional development
Teachers have access to tools for collecting and analysing qualitative evidence about how changes are working on the ground alongside outcomes data through, for example, structured peer observation, use of video, collaborative action research, collaborative work scrutinies and/or structured research lesson study, so that formative evaluation of whether CPD and CPDL are working can be evidence informed.
Develops self-efficacy through vicarious experience and verbal persuasion
Faculty of Education
Acknowledgements
Impact Acceleration Account• Building relationships and networks with potential users of
research to facilitate co-production of knowledge and maximise impact
• Support for researchers to build networks with potential users of the products of their research, and further work to establish ‘proof of concept’ for their innovations
• Drive culture change in Research Organisations to promote knowledge exchange and improve related skill sets and capabilities
• Improve engagement with the public sector, civil society, industry (including SMEs, local business and Innovate UK) and publics.
Dr Phil Kirkman
Dr Louis Major
Ms Lyn Jones
Project team
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