Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Fall 12-8-2021 The Impact of Inquiry-Based Professional Development on Educator Self-Efficacy Kaia Grant kaia.edu Follow this and additional works at: https://red.edu/thesis Researchers wishing to request an accessible version of this PDF may complete this form. Recommended Citation Grant, Kaia, "The Impact of Inquiry-Based Professional Development on Educator Self-Efficacy" (2021). Dissertations, Theses, and Projects.edu/thesis/621 This Project (696 or 796 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections. It has been accepted for inclusion in Dissertations, Theses, and Projects by an authorized administrator of RED: a Repository of Digital Collections.
For more information, please contact RED@mnstate. The Impact of Inquiry-Based Professional Development on Educator Self-Efficacy A Project Presented to The Graduate Faculty of Minnesota State University Moorhead By Kaia Grant In Partial Fulfillment of the Requirements for the Degree of Master of Science in Curriculum and Instruction December, 2021 Moorhead, Minnesota 1 Inquiry Based Professional Development and Educator Self-Efficacy TABLE OF CONTENTS CHAPTER 1. INTRODUCTION 7 Introduction 7 Brief Literature Review 8 Statement of the Problem 9 Purpose of the Study 10 Research Question 11 Definition of Variables 11 Significance of the Study 12 Research Ethics Permission and IRB Approval 12 Informed Consent 12 Limitations. LITERATURE REVIEW 15 Introduction 15 Body of the Review 15 Context 15 Teachers and Self-Efficacy 15 Inquiry Based Learning 17 Professional Development Formats 18 Reflection 21 Theoretical Framework 23 Research Question 25 Conclusions 25 CHAPTER 3.
METHODS 26 Introduction 26 Page 2 Inquiry Based Professional Development and Educator Self-Efficacy Research Question 27 Research Design 27 Setting 28 Participants 29 Sampling 29 Instrumentation 30 Data Collection 30 Data Analysis 30 Research Question and System Alignment 31 Procedures 32 Ethical Considerations 32 Conclusions 33 CHAPTER 4. DATA ANALYSIS AND INTERPRETATION 34 Introduction 34 Data Collection 34 Results 34 Table 2 35 Figure 1 37 Data Analysis 39 Conclusion 41 CHAPTER 5. ACTION PLAN AND PLAN FOR SHARING 42 Action Plan 42 Plan for Sharing 43 REFERENCES 44 APPENDIX A 46 APPENDIX B 48 APPENDIX C 49 APPENDIX D 51 LIST OF FIGURES Page 3 Inquiry Based Professional Development and Educator Self-Efficacy Figure 1 37 LIST OF TABLES Table 1 31 Table 2 35 Table 3 37 Page 4 Inquiry Based Professional Development and Educator Self-Efficacy DEDICATION Thank you doesn’t even begin to cover it…endless gratitude to my ever-loving, superhero parent, supportive partner, Eric. Page 5 Inquiry Based Professional Development and Educator Self-Efficacy ABSTRACT This 2021 study focuses on the impact of inquiry based professional development on educator self-efficacy.
The study works to understand how practices like cognitive coaching and inquiry-based practices assist educators in developing self-efficacy related to their practice. Educators were given the New General Self-Efficacy Scale (Chen et al., 2001), before and after an observation process and were interviewed as a part of their post-observation. The research took place in a rural Minnesota school district with both primary and secondary education staff. The data and results that follow display both a consistent and increased level of self-efficacy as it pertains to cognitive coaching and inquiry based, reflective processional development practices.
Page 6 Inquiry Based Professional Development and Educator Self-Efficacy CHAPTER 1 INTRODUCTION Introduction As a cognitive coach working to increase educator efficacy through inquiry-based professional development opportunities, it is important to recognize the different opportunities educators have to independently increase their efficacy through professional development, daily interaction, and reflective opportunities. Self-efficacy is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations (Bandura, 1977). Due to the importance of providing cohesive professional development for educators who are looking to increase their self-efficacy through inquiry, it has been determined that work through professional development opportunities both formally and informally would assist them in doing so. Professional development may be used “in reference to a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness” (Glossary of Education Reform, 2020).
Professional development can be provided through multiple channels, whether it be a “sit and get” tutorial on best practices or cognitive coaching one on one sessions. This training may come in the form of many different practices that pertain specifically to subject area, specialized teaching techniques, earning certificates toward higher degrees, technology related skills, fundamental classroom techniques (management, etc.), specialized skills training to support specific students, leadership skills, mentoring, and advanced degree participation. Page 7 Inquiry Based Professional Development and Educator Self-Efficacy Inquiry-based professional development practices give educators first-hand control over their learning and growth which heightens both intellectual engagement and practice. These opportunities also allow educators experience in the modeling they will issue for their students.
To allow educators to formulate their own questions regarding their teaching and practices, their questions, and their observations of student learning only expands their sphere of knowledge to support students in their classroom. To provide educators with tools to utilize the trainings provided to them to the best of their ability inquiry-based, reflective professional development practices can be implemented to increase educator efficacy through the development of their own practices and thinking. Cognitive coaching is one example of this type of professional practice. Through coaching practices, educators are asked to use inquiry to delve into their thought processes related to their teaching.
This, in addition to development related to pertinent practices and licensure requirements, works to support teachers in the growth and development in a more self- directed way. In turn, their ability to be self-efficacious and reflective practitioners increases and directly affects student achievement. The aforementioned tools also provide educators a means to sustain the frequent changes that occur. Retaining quality teachers in the age of digital learning, standards-based requirements, and constant upheaval can be difficult.
Professional development should support educators in their learning and bring them consistency and contribute to their growth. Brief Literature Review Inquiry-based professional development serves as means to enable educators to have control over their learning and see their inquiry learning in action – which is a skillset valuable Page 8 Inquiry Based Professional Development and Educator Self-Efficacy in the classroom environment. Inquiry is commonly used as a teaching strategy and having educators go through the processes with the hope that students will gain knowledge also provides them with a lens of how their teaching might impact student achievement and learning. Professional development to support instruction, relationships, and social/emotional learning serves as a means for teachers to gain insight and reflect on their practice.
However, it is not uncommon for professional development opportunities to be opposite or unparallel to those practices used daily within the classroom. By providing opportunities for reflective growth in the inquiry-based model, educators can better equip themselves from the starting point of their own thought – which is more relevant and personalized approach to then increase student achievement. The literature and research done around this topic, though limited, suggest that providing educators with a lens that coincides with them as a reflective practitioner provides them with a means to increase student achievement through channels related to their own learning and growth. There is research that supports this in both educator and student learning.
Statement of the Problem Within education, there are many perceptions about what instructional practices and professional development strategies best serve educators and their collective efficacy. If educators feel as though the given development is irrelevant to their practice or craft, the buy- in needed to promote efficacy will not be there and does not strengthen their desire to become more efficacious. Time is also a hurdle. As educators, there is very little time within the regular Page 9 Inquiry Based Professional Development and Educator Self-Efficacy school day to schedule additional work.
Thus, development comes during workshop days, inservice afternoons, or during the summer months – all of which are precious in teaching. Finding time that works seamlessly into each educator’s schedule can be difficult – on top of making the work relevant. To support educators in their ability to be reflective practitioners, it is imperative that we allow them to enhance their own growth and development through inquiry. Whether this be asking questions, observing other staff members, or expanding their ideas through cognitive coaching, this supports their ability to be self-efficacious.
It also aids in their relationship with colleagues in increasing their ability to share their ideas and growth in professional learning communities. A more individualized, reflective approach, similar to what is expected for students, is a model that allows educators to be actively involved in their learning and professional growth. This time, provided to them to strengthen their thinking and successes, has a direct impact on student achievement as they return to the classroom to provide the instruction impacted by their own processes and able to facilitate the same for their students. Providing this time and room for growth and development also assists in addressing the issue of retention in our schools.
Finding quality educators is a hurdle, keeping quality educators is an even bigger feat. Purpose of the Study In education, we commonly look toward professional development as a means to assist educators in their consistent quest for learning and growth. Schools utilize professional development to help teachers discover new practices that support an ever-changing vocation. There are many theories behind what makes effective professional development.
It is an Page 10 Inquiry Based Professional Development and Educator Self-Efficacy interest to uncover what is working best for educators while also researching formats that have proven effective in other areas. Research Question How does inquiry-based, reflective professional development impact educator self- efficacy? Definition of Variables. The following are the variables of this study: Independent Variable – Inquiry Based Professional Development: Professional development that aims to increase educator self-efficacy by implementing best practices that are relevant to teacher reflection and growth. This professional development could come in the form of cognitive coaching sessions, facilitated professional development that offers reflective practices, or colleague-based teaming where best practices and strategies are discussed.
Dependent Variable – Educator Self-Efficacy: Teacher identification of their self-efficacy by a measure of behaviors, surveys, and discussions. Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). In laying the groundwork for this study, discussion will play an important role in developing topics that will invite educators to reflect on their growth and learning. Dependent Variable - Educator attitude toward inquiry-based concepts: Educator attitude is a measure of educators’ positive and negative feelings toward this type of professional development (cognitive coaching / professional development format).
Page 11 Inquiry Based Professional Development and Educator Self-Efficacy Dependent Variable – Educators at the primary and secondary levels: Educators refers to people currently coached at both primary and secondary levels. Significance of the Study As an educator, student achievement and the desire to provide opportunities for them to construct their own meaning is essential. Educators can do this through their own growth, reflective processes, inquiry, and the modeling of it. This is considered “best practice” and continues to serve students far beyond the walls of the classroom.
It is important for both the educator and the student to find a way to reflect, question, and learn from practices that connect to self and others. This approach, through cognitive coaching, inquiry, and reflection in professional development can be a more flexible and personalized model that will serve a diverse population of teachers and make the learning that comes from it more individualized. Additionally, it is the goal of this study to provide an environment where educators are able to be more comfortable in taking a step back as the “expert” and are able to accept and embrace the role of “facilitator”. The skills that come from this approach could lead to better outcomes for both the educators’ sense of self-efficacy and the learner.