Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

Abstract

Emerging from Bandura’s Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

Keywords:

• Self-efficacy
• Science teaching
• Professional Learning Community

Acknowledgments

This research was supported by a grant from the California Post-secondary Education Commission through the Improving Teacher Quality Program (Title II, Part A), U.S. Department of Education. The opinions expressed in this paper are those of the authors and do not represent the views of the funding agency.

Notes

1 Grand Valley and Mountain View are pseudonyms for twoPUBLIC school districts located in Northern California.

2 All teacher names are pseudonymous. Grade level and years of experience are designated in parentheses, e.g. Lynn (4th, 11 years).