The effects of participation in teacher research on teacher efficacy

Abstract An academic year-long teacher research initiative was implemented in an alternative education school in a large school district in the southwest United States. Quantitative and qualitative methodologies were utilized to examine participatory teacher research as an active, collaborative means of professional development for teachers, including its effect on teacher efficacy and empowerment. Results indicated growth in both general and personal teaching efficacies from pre- to posttest. Collaboration was consistently related to general teaching efficacy. Perceptions of school climate were related to personal teaching efficacy at pretest. No relationship was observed between empowerment and efficacy.

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