Effect of the Schools Attuned Program on educators' self-efficacy

Abstract

Scope and Method of Study: The purpose of this study was to analyze the effect of a continuing professional development program on teacher self-efficacy. This study used a quasi-experimental longitudinal design with a control group. The Core Course Inventory was administered to both groups over three time periods. A repeated measures MANOVA was used to test four null hypotheses that there would be no change over time for either group in efficacy for student engagement, instructional strategies, classroom management, and implementation of Schools Attuned.

Findings and Conclusions: Analysis of the Inventory over time illustrated that participants in the experimental group significantly increased in all four dimensions of efficacy from pre-test to post-test while the control group members did not change. Experimental group efficacy dropped slightly at the follow-up time point in three of the four efficacy dimensions. At the follow-up, no significant differences were found between the control group and the experimental group except in terms of Implementation of Schools Attuned.