Author: Dr. Arlian Salmon-Barnett

          School improvement is always the priority of stakeholders. Many schools have invested in improving the quality of teaching, and have ensured teachers are exposed to adequate training in order to enhance self-efficacy (Hillen, 2020). Adequate and targeted training sessions equip teachers with pedagogical skills geared at increasing students’ academic outcomes (Yang et al., 2018).

          Self-efficacy is the ability to succeed in any situation. Bandura (1977) describes self-efficacy as the belief or confidence individuals have in themselves to accomplish specific tasks. An individual’s belief or confidence influences behavior, motivation, and experience, which positively impacts performance.

          Educators who demonstrate a high level of self-efficacy exude confidence which is the ideal trait of any individual who desires to grow and develop personally and professionally (Gore & Rosser, 2022). Many teachers garner personal and professional growth through internal and external professional development. Professional development is an excellent method of enhancing teachers’ abilities for instruction and improving students’ learning when it connects to curriculum materials, and the district and state academic standards (Hillen, 2020).

          Professional development experiences have helped to increase teachers’ self-efficacy by providing access to effective training and learning communities, guided by supportive and shared leadership. Improving self-efficacy helps teachers to sharpen pedagogical skills and raise student achievement (Major & Watson, 2018). Providing opportunities for individuals to engage in professional development activities will ensure that the goals of the institution are achieved, students excel, and guarantee the sustenance of quality teachers. Professional development connects administrators who are committed to shared decision making with educators, and facilitate opportunities for service as leaders (Gore & Rosser, 2022).

          Teachers’ experiences and gains as a result of professional development are usually administratively directed. School leaders often use professional development sessions to meet the needs of the institution and to ensure the requirements of the school’s improvement plan are met. The most impactful professional development experience teachers have is working with content area coaches (Hillen, 2020). Coaches usually schedule professional development sessions over the course of the school year. Some sessions begin in the summer with curriculum planning and development. Other sessions are allotted for weekly meetings with departments individually and collectively.

          Teachers often do not welcome the idea of having coaches in the classroom during instruction. However, coaches who are focused on growth and development and school improvement often follow coaching protocols. Components of the protocol include interacting frequently with teachers, developing working relationships, setting goals, conducting observation, debriefing, and reflecting. Coaching protocols heighten professional development sessions which put emphasis on the context of self-awareness, self-efficacy, and confidence (Major & Watson, 2018).

          Professional development sessions develop teachers’ self-efficacy. Teachers’ self-efficacy benefits students and academic outcomes. Additional benefits include personal and professional growth. Personal and professional growth will guarantee an increase in pedagogical performance, strategies to conquer setbacks, commitment, motivation and achievements.

References

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychol. Rev. 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218-232. https://doi.org/10.1080/19415257.2020.1725904

Hillen, S. A. (2020). School staff-centered school development by communicative action: Working methods for creating collective responsibility-from the idea to action. Journal on Efficiency and Responsibility in Education and Science, 13(4), 189-203. https://doi.org/10.7160/eriesj.2020.130403

Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: the state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49-68. https://doi.org/10.1080/1475939X.2017.1361469

Yang, Y., Liu, X., & Gardella Jr, J. A. (2018). Effects of professional development on teacher pedagogical content knowledge, inquiry teaching practices, and student understanding of interdisciplinary science. Journal of Science Teacher Education, 29(4), 263-282. https://doi.org/10.1002/tea.21620