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Increasing the Self-Efficacy of Inservice Teachers

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Abstract
In a number of studies, self-efficacy of pre-service teachers has been correlated to high quality instructional practices in the classroom. Studies have also shown that content courses that focus on pedagogy or how to teach content have been successful in raising pre-service teachers' efficacy levels (Appleton, 1995; Palmer, 2001). The purpose of this study was to investigate whether levels of personal or outcome efficacy can be affected in practicing teachers by simply increasing the level of basic content knowledge. Self-efficacy data of 88 teachers in math and science were examined to discern the level of self-efficacy after taking content courses; the difference in self-efficacy between teachers who took four or more courses versus those who took less; and then through a qualitative lens to examine the characteristics of teachers with high self-efficacy.