Teacher development and school improvement: The process of teacher change |
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| Institution: | 1. Hong Kong Institute of Education, Hong Kong;2. Faculty of Education, Science, Technology, and Mathematics, University of Canberra, Australia;1. School of Education, Culture and Communication, Mälardalen University, Sweden;2. Östfold University College, Norway |
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| Abstract: | The overall goal of the present study was to investigate the relationship between teacher success in implementing innovative programs, teacher perceptions of self-efficacy, and the teacher-perceived value of the programs. Using behavioral observations, interviews, and questionnaires, teachers' performance, self-perceptions, and attitudes were measured at several time points during the initial year of implementation of an innovative adaptive mainstreaming program. Significant increases were observed in both teachers' levels of success and their perceptions of self-efficacy. Moreover, the timing of the most significant improvements suggests a natural sequence of development leading from improvement in teacher implementation of an innovation to subsequent increases in their perceptions of self-efficacy. |
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