The PD effect on teacher efficacy persists at a delayed post-test, indicating the gains are not transient¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the delayed post-test the treatment group still scored significantly higher than the control group (mean difference 17.16, p = .030), and the three subscale differences remained significant. → Karimi 2011

Evidence¶

Karimi 2011¶

Mohammad Nabi Karimi. (2011). The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy. Australian Journal of Teacher Education, Vol 36, 6, May 2011. https://eric.ed.gov/?id=EJ936991

q2 · i? · causal · r1

Delayed post-test (two months after the experiment, described as a three months' delay in the results text) on the same two groups of 30 teachers. The table prints t = 2.23, df = 58, p = .030, mean difference 17.16; no effect size printed.

"Independent Samples Test T DF Sig. (2-tailed) Mean Difference Equal variances assumed 2.23 58 .030 17.16"

Discussion¶

Related Claims¶

• Participation in multi-model professional development significantly raises EFL teachers' overall sense of efficacy relative to an untreated control group — related
• In-service nutrition professional development significantly increases health teachers' nutrition self-efficacy relative to controls — related
• The PD effect appears on all three components of teacher efficacy: student engagement, instructional strategies, and classroom management — related