Open AccessCreative Science Through Inquiry: Improving Teacher Self-Efficacy and Outcome Expectancy Through Adaptable, Mystery-Based Professional Development
Author(s) -
Shan R. Sharp,
George L. Rutherford,
Katherine I. Echols
Publication year - 2022
Publication title -
international journal of innovation in science and mathematics education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.37
H-Index - 13
ISSN - 2200-4270
DOI - 10.30722/ijisme.30.01.005
Subject(s) - expectancy theory , self efficacy , construct (python library) , psychology , professional development , outcome (game theory) , life expectancy , mathematics education , medical education , pedagogy , medicine , social psychology , computer science , mathematics , population , environmental health , mathematical economics , programming language
Teacher self-efficacy is an important contributor to student outcomes, school climate and teacher retention. Outcome expectancy, a construct studied more commonly in health- and behaviour-related fields, may also positively impact school-related outcomes. Research shows that professional development can increase teacher confidence, but few studies have considered this connection for science-focused professional development, specifically. Our study assesses the impact of a science-focused, mystery-based professional development workshop for upper-elementary to high-school teachers. The hands-on, collaborative nature of this workshop allowed for generalisability to classrooms of various ability levels. Using the Science Teaching Efficacy Belief Instrument-A (STEBI-A) as a measure of science-teaching self-efficacy and outcome expectancy, we found that participants’ self-reported self-efficacy and outcome expectancy significantly increased (p < .001 for each) over the course of the two-week workshop. This outcome is especially relevant to schools and districts interested in improving student outcomes, school climate and teacher retention rates.