The impact of professional development on teachers' self perceptions

Methodological Issues in Educational Performance and School Effectiveness Research: A Discussion with Worked Examples

“…This means that, although two teachers may work in the same school, the resources available to them in terms of their preparedness, task commitment, and related levels of professional self-perception may vary quite dramatically. Similarly Rowe and colleagues Rowe, 1990a;Rowe & Sykes, 1989) have shown that: (a) participation in professional development significantly increases teachers' energy, warmth towards students and their perceptions of the quality of feedback, and significantly decreases teachers' perceptions of work demands; and (b) school level leadership support is a powerful determinant of teachers' participation in professional development. Rowe, Holmes-Smith, and Hill (1993) suggest 'that it is essentially through the quality of teaching that effective schools "make a difference"; in fact, on the basis of our findings to date it could be argued that effective schools are only "effective" to the extent that they have "effective" teachers' (p. 15).…”

“…A composite made up of the number of years of mother's and father's education, and either mother's or father's occupational status (whichever was the higher of the two), as measured on the ABS occupational classification index (Castles, 1986) A composite consisting of three indicators, each measured on a 4-point ordinal scale A composite of three indicators, each measured on a 5-point ordinal scale A composite of four teacher-rated bipolar items, each measured on a 5-point ordinal scale (see Rowe, 1991b;Rowe & Rowe, 1989, I 992a, 1992b, 1992c The total number of years of teacher's teaching experience A composite of three indicators including the number of literacy and non-literacy inservice PD programs attended during the last three years; and an evaluation index of 'value' gained from participation, measured on a 5-point ordinal scale A composite score of four semantic differential items measuring teacher 'Energy/Enthusiasm' (see Rowe & Sykes, 1989) A dummy variable indicating whether or not a teacher had been trained in one or more common literacy PD programs (coded '0' for 'not trained' and 'I' for 'trained') A dummy variable coded '0' for government schools and , I' for non-government schools a All composite variables and their reliabilities were calculated from the maximally weighted factor score regression coefficients obtained from the related one-factor congeneric models of their respective indicators (for specific details, see . The methodology has been illustrated by Holmes-Smith and .…”

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

“…Professional development by training in-service professionals has been perceived as one of the determining components on the advancement of related professions (3) . There is an equal emphasis on training teachers to bring about improvements in teaching and students ' academic achievements in the educational realm (4) .…”

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

“…This effect was noted to be small-to-moderate in magnitude (d = 0.49), which is consistent with effect sizes noted in evaluations of similarly-focused PD (Ross, 1992;Rowe & Sykes, 1989;Tschannen-Moran & McMaster, 2009). Building self-efficacy in a domain is important when expecting associated changes in behaviors (Bandura, 1993;Tschannen-Moran & McMaster, 2009), so the direct effects of IFDDC on this construct represent a promising step for reaching the ultimate goal of affecting teachers' data-use practices.…”