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Description
The achievement gaps between and among white, minority, socially economically disadvantaged, special education, male-female, and English language learners continue and in some cases are widening. Research links teacher efficacy as a variable that has been associated with increases in student achievement. Because teacher efficacy is related to increases in student achievement, the principals' role in increasing teacher efficacy appears warranted.The purpose of this study was to determine if a professional development program designed to build the knowledge and competency of principals to affect increases in teacher efficacy will alter their practice. Developing a deeper understanding of what principals can do to build teacher efficacy is the driving force behind conducting this study. Identifying what principals can do to foster teacher efficacy is necessary for practice. Those responsible for providing principal training may benefit from understanding how school leaders can become knowledgeable of and proficient in increasing teacher efficacy. The researcher evaluated the experiences of six middle school principals who participated in professional development activities and events related to teacher efficacy. The principals participated in a series of five 2-hour professional development events over a 5-week period. Activities included events designed to increase the principals' knowledge of teacher efficacy, how to recognize teachers who possess teacher efficacy, how to recognize teachers who do not possess teacher efficacy, and how to develop the skills and competencies to increase teacher efficacy. Participants' pre- and posttreatment results were interpreted by collecting and analyzing data through interviews, document analysis (written reflections, evaluations, debriefing notes), and observations. All data sources indicate that principal participants' knowledge of the beliefs, behaviors, and actions associated with teacher efficacy increased. In addition, all data sources indicate that it is likely that the principals' practice is likely to change as a result of the professional development they received. Recommendations for professional development and future research are presented.
