Participation in multi-model professional development significantly raises EFL teachers' overall sense of efficacy relative to an untreated control group¶

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? After the PD treatment, treatment teachers obtained significantly higher overall efficacy scores than control teachers (mean difference 17.10, p = .029). → 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

Quasi-experimental pre-test post-test control group study of 60 Iranian junior high school EFL teachers (two groups of 30). Independent samples t-test on post-test Teacher Sense of Efficacy Scale scores: "Equal variances assumed 2.23 58 .029 17.10". No effect size printed.

"Independent Samples Test T DF Sig. (2-tailed) Mean Difference Equal variances assumed 2.23 58 .029 17.10"

Discussion¶

Related Claims¶

• The PD effect on teacher efficacy persists at a delayed post-test, indicating the gains are not transient — related
• The PD effect appears on all three components of teacher efficacy: student engagement, instructional strategies, and classroom management — a narrower finding that bears on this claim
• In-service nutrition professional development significantly increases health teachers' nutrition self-efficacy relative to controls — related