The PD effect appears on all three components of teacher efficacy: student engagement, instructional strategies, and classroom management¶

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? Post-test differences favouring the treatment group were significant for efficacy for student engagement (t = 2.15, p = .036), instructional strategies (t = 2.13, p = .037), and classroom management (t = 2.34, p = .023). → 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

Independent samples t-tests on the three 8-item subscales of the Teacher Sense of Efficacy Scale at post-test, same 60-teacher two-group design. The table prints t, df, p and mean differences for each subscale; no effect sizes are printed.

"Efficacy for Student Engagement 2.15 58 .036 5.63 Efficacy for Instructional Strategies 2.13 58 .037 5.50 Efficacy for Classroom Management 2.34 58 .023 5.96"

Discussion¶

Related Claims¶

• The PD effect on teacher efficacy persists at a delayed post-test, indicating the gains are not transient — related
• Participation in multi-model professional development significantly raises EFL teachers' overall sense of efficacy relative to an untreated control group — a broader claim this one bears on