The effects of professional development experience on teacher self-efficacy: analysis of an international dataset using Bayesian multilevel models

References

• Bandura, A., 1997. Self-efficacy: the exercise of control. New York: Freeman.
   Google Scholar
• Betoret, F.D., 2006. Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26 (4), 519–539. doi:10.1080/01443410500342492.
   Google Scholar
• Birman, B.F., et al., 2000. Designing professional development that works. Educational leadership, 57 (8), 28–33.
   Web of Science ®Google Scholar
• Blank, R.K., de las Alas, N., and Smith, C., 2007. Analysis of the quality of professional development programs for mathematics and science teachers: findings from a cross-state study. Washington, DC: Council of Chief State School Officers.
   Google Scholar
• Bogler, R. and Somech, A., 2004. Influence of teacher empowerment on teachers’ organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and teacher education, 20 (3), 277–289. doi:10.1016/j.tate.2004.02.003.
   Web of Science ®Google Scholar
• Borko, H., 2004. Professional development and teacher learning: mapping the terrain. Educational researcher, 33 (8), 3–15. doi:10.3102/0013189X033008003.
   Google Scholar
• Bredeson, P.V., 2000. The school principal’s role in teacher professional development. Journal of in-service education, 26 (2), 385–401. doi:10.1080/13674580000200114.
   Google Scholar
• Canrinus, E.T., et al., 2012. Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European journal of psychology of education, 27 (1), 115–132. doi:10.1007/s10212-011-0069-2.
   Web of Science ®Google Scholar
• Caprara, G.V., et al., 2006. Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44 (6), 473–490. doi:10.1016/j.jsp.2006.09.001.
   Web of Science ®Google Scholar
• Chester, M.D. and Beaudin, B.Q., 1996. Efficacy beliefs of newly hired teachers in urban schools. American educational research journal, 33 (1), 233–257. doi:10.3102/00028312033001233.
   Web of Science ®Google Scholar
• Darling-Hammond, L. and McLaughlin, M.W., 1995. Policies that support professional development in an era of reform. Phi delta kappan, 76 (8), 597.
   Web of Science ®Google Scholar
• Desimone, L.M., et al., 2002. Effects of professional development on teachers’ instruction: results from a three-year longitudinal study. Educational evaluation and policy analysis, 24 (2), 81–112. doi:10.3102/01623737024002081.
   Web of Science ®Google Scholar
• Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199. doi:10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Erickson, G., et al., 2005. Collaborative teacher learning: findings from two professional development projects. Teaching and teacher education, 21 (7), 787–798. doi:10.1016/j.tate.2005.05.018.
   Web of Science ®Google Scholar
• Gallo, J. and Beckman, P., 2016. A global view of rural education: teacher preparation, recruitment, and retention. Global education review, 3, 1.
   Google Scholar
• Garet, M.S., et al., 2001. What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38 (4), 915–945. doi:10.3102/00028312038004915.
   Web of Science ®Google Scholar
• Gelman, A. and Shalizi, C.R., 2013. Philosophy and the practice of Bayesian statistics. British journal of mathematical and statistical psychology, 66 (1), 8–38. doi:10.1111/j.2044-8317.2011.02037.x.
   PubMed Web of Science ®Google Scholar
• Gerard, L.F., et al., 2011. Professional development for technology-enhanced inquiry science. Review of educational research, 81 (3), 408–448. doi:10.3102/0034654311415121.
   Web of Science ®Google Scholar
• Goddard, R., et al., 2015. A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American journal of education, 121 (4), 501–530. doi:10.1086/681925.
   Web of Science ®Google Scholar
• Goddard, R.D., Hoy, W.K., and Hoy, A.W., 2004. Collective efficacy beliefs : theoretical developments, empirical evidence, and future directions. Educational researcher, 33 (3), 3–13. doi:10.3102/0013189X033003003.
   Google Scholar
• Goddard, R.D., Hoy, W.K., and Hoy, W., 2000. Collective teacher efficacy: its meaning, measure, and impact on student achievement. American educational research journal, 37 (2), 479–507. doi:10.3102/00028312037002479.
   Web of Science ®Google Scholar
• Grierson, A.L. and Woloshyn, V.E., 2013. Walking the talk: supporting teachers’ growth with differentiated professional learning. Professional development in education, 39 (3), 401–419. doi:10.1080/19415257.2012.763143.
   Google Scholar
• Guskey, T.R., 2002. Professional development and teacher change. Teachers and teaching, 8 (3), 381–391. doi:10.1080/135406002100000512.
   Google Scholar
• Hammond, C. and Feinstein, L., 2005. The effects of adult learning on self-efficacy. London review of education, 3 (3), 265–287. doi:10.1080/14748460500372754.
   Google Scholar
• Hammond, C., and Feinstein, L., 2005. the effects of adult learning on self‐efficacy 1. London review of education, 3(3),265-287. doi:10.1080/14748460500372754
   Google Scholar
• Hanuscin, D.L., Lee, M.H., and Akerson, V.L., 2011. Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science education, 95 (1), 145–167. doi:10.1002/sce.20404.
   Web of Science ®Google Scholar
• Harris, A., 2003. Teacher leadership as distributed leadership: heresy, fantasy or possibility? School leadership & management, 23 (3), 313–324. doi:10.1080/1363243032000112801.
   Google Scholar
• Hoy, W.K., Tarter, C.J., and Bliss, J.R., 1990. Organizational climate, school health, and effectiveness: A comparative analysis. Educational administration quarterly, 26 (3), 260–279. doi:10.1177/0013161X90026003004.
   Web of Science ®Google Scholar
• Huysman, J.T., 2007. Rural teacher satisfaction: An analysis of beliefs and attitudes of rural teachers’ job satisfaction. unpublished Doctoral dissertation. University of Central Florida.
   Google Scholar
• Jimmieson, N.L., Hannam, R.L., and Yeo, G.B., 2010. Teacher organizational citizenship behaviours and job efficacy: implications for student quality of school life. British journal of psychology, 101 (3), 453–479. doi:10.1348/000712609X470572.
   PubMedGoogle Scholar
• Klassen, R.M. and Chiu, M.M., 2010. Effects on teachers’ self-efficacy and job satisfaction: teacher gender, years of experience, and job stress. Journal of educational psychology, 102 (3), 741–756. doi:10.1037/a0019237.
   Web of Science ®Google Scholar
• Lee, B., Cawthon, S., and Dawson, K., 2013. Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and teacher education, 30 (1), 84–98. doi:10.1016/j.tate.2012.10.010.
   Web of Science ®Google Scholar
• Levy, R., 2016. Advances in Bayesian modeling in educational research. Educational psychologist, 51 (3–4), 368–380. doi:10.1080/00461520.2016.1207540.
   Web of Science ®Google Scholar
• Levy, R., Mislevy, R. J., and Behrens, J. T. 2011. Handbook of markov chain monte carlo. Boca Raton, FL: CRC Press.
   Google Scholar
• Litton, A., et al., 2017. Effect of research opportunities on undergraduate students’ self-efficacy and professionalism: initial qualitative findings. In: 2017 ASEE Rocky Mountain Section Conference, Provo
   Google Scholar
• Lynch, S.M., 2007. Introduction to applied Bayesian statistics and estimation for social scientists. Berlin/Heidelberg, Germany: Springer Science & Business Media.
   Google Scholar
• Marrongelle, K., Sztajn, P., and Smith, M., 2013. Scaling up professional development in an era of common state standards. Journal of teacher education, 64 (3), 202–211. doi:10.1177/0022487112473838.
   Web of Science ®Google Scholar
• Mojavezi, A. and Tamiz, M.P., 2012. The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and practice in language studies, 2 (3), 483–491. doi:10.4304/tpls.2.3.483-491.
   Google Scholar
• Monk, D.H., 2007. Recruiting and retaining high-quality teachers in rural areas. The future of children, 17, 155–174. doi:10.1353/foc.2007.0009
   PubMed Web of Science ®Google Scholar
• Organization for Economic Co-operation and Development., 2014. TALIS 2013 results: An international perspective on teaching and learning. OECD Publishing.
   Google Scholar
• Penuel, W.R., et al., 2007. What makes professional development effective? Strategies that foster curriculum implementation. American educational research journal, 44 (4), 921–958. doi:10.3102/0002831207308221.
   Web of Science ®Google Scholar
• Pianta, R. C., & Center for American Progress., 2011. Teaching Children Well: New Evidence-Based Approaches to Teacher Professional Development and Training. Center for American Progress. Center for American Progress. Retrieved from http://search.ebscohost.com.ezproxy.library.wisc.edu/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=ED535637&site=ehost-live&scope=site
   Google Scholar
• Pianta, R.C., Hamre, B.K., and Allen, J.P., 2012. Teacher-student relationships and engagement: conceptualizing, measuring, and improving the capacity of classroom interactions. In: Handbook of research on student engagement, 365–386.
   Google Scholar
• Porter, A.C., et al., 2000. Does professional development change teaching practice? Results from a three-year study.
   Google Scholar
• Poulou, M.S., 2017. An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students’ behavioral difficulties. International journal of school & educational psychology, 5 (2), 126–136. doi:10.1080/21683603.2016.1203851.
   Google Scholar
• Pounder, D.G., 1999. Teacher teams: exploring job characteristics and work-related outcomes of work group enhancement. Educational administration quarterly, 35 (3), 317–348. doi:10.1177/0013161X99353002.
   Web of Science ®Google Scholar
• Reyes, M.R., et al., 2012. Classroom emotional climate, student engagement, and academic achievement. Journal of educational psychology, 104 (3), 700–712. doi:10.1037/a0027268.
   Web of Science ®Google Scholar
• Roorda, D.L., et al., 2011. The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81 (4), 493–529. doi:10.3102/0034654311421793.
   Web of Science ®Google Scholar
• Rubie-Davies, C.M., Flint, A., and McDonald, L.G., 2012. Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships? British journal of educational psychology, 82 (2), 270–288. doi:10.1111/bjep.2011.82.issue-2.
   PubMed Web of Science ®Google Scholar
• Rutkowski, D., and Rutkowski, L., Bélanger, J., Knoll, S., Weatherby, K., Prusinski, E., … International Association for the Evaluation of Educational Achievement Data Processing and Research Center (IEA DPC) (Germany). (2013). Teaching and Learning International Survey TALIS 2013: Conceptual Framework. Final. OECD Publishing. OECD Publishing. Retrieved from http://search.ebscohost.com.ezproxy.library.wisc.edu/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=ED566883&site=ehost-live&scope=site
   Google Scholar
• Salanova, M., Llorens, S., and Schaufeli, W.B., 2011. “Yes, I can, I feel good, and I just do it!” On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied psychology, 60 (2), 255–285. doi:10.1111/apps.2011.60.issue-2.
   Web of Science ®Google Scholar
• Shaukat, S. and Iqbal, H.M., 2012. Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan journal of science and clinical psychology, 9 (3), 82–85.
   Google Scholar
• Shoulders, T. and Krei, M., 2015. Rural high school teachers’ self-efficacy in student engagement, instructional strategies, and classroom management. American secondary education, 44 (1), 50–62.
   Google Scholar
• Smith, M. C., and Pourchot, T., 1998. Adult Learning and Development. Perspectives from Educational Psychology. The Educational Psychology Series. Retrieved from http://search.ebscohost.com.ezproxy.library.wisc.edu/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=ED419126&site=ehost-live&scope=site
   Google Scholar
• Spilt, J.L., Koomen, H.M., and Thijs, J.T., 2011. Teacher wellbeing: the importance of teacher–student relationships. Educational psychology review, 23 (4), 457–477. doi:10.1007/s10648-011-9170-y.
   Web of Science ®Google Scholar
• Strizek, G.A., Tourkin, S., and Erberber, E., 2014. Teaching and Learning International Survey (TALIS) 2013: US Technical Report. NCES 2015-010. National Center for Education Statistics.
   Google Scholar
• Stronge, J.H., Ward, T.J., and Grant, L.W., 2011. What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of teacher education, 62 (4), 339–355. doi:10.1177/0022487111404241.
   Web of Science ®Google Scholar
• Thurlings, M. and Den Brok, P., 2017. Learning outcomes of teacher professional development activities: a meta-study. Educational review, 69 (5), 554–576. doi:10.1080/00131911.2017.1281226.
   Web of Science ®Google Scholar
• Tschannen-Moran, M. and Hoy, A.W., 2007. The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher education, 23 (6), 944–956. doi:10.1016/j.tate.2006.05.003.
   Web of Science ®Google Scholar
• Tschannen-Moran, M. and Woolfolk Hoy, A., 2001. Teacher efficacy: capturing an elusive construct. Teaching and teacher education, 17 (7), 783–805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Villegas-Reimers, E., 2003. Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning.
   Google Scholar
• Whitworth, B.A. and Chiu, J.L., 2015. Professional development and teacher change: the missing leadership link. Journal of science teacher education, 26 (2), 121–137. doi:10.1007/s10972-014-9411-2.
   Web of Science ®Google Scholar
• Wong, H.C., et al., 2010. The relationships among school types, teacher efficacy beliefs, and academic climate: perspective from Asian middle schools. Journal of educational research, 103 (3), 183–190. doi:10.1080/00220670903382954.
   Web of Science ®Google Scholar
• Yeo, L.S., et al., 2008. Teacher efficacy in the context of teaching low achieving students. Current psychology, 27 (3), 192–204. doi:10.1007/s12144-008-9034-x.
   Web of Science ®Google Scholar
• Yoon, K.S., et al., 2007. Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).
   Google Scholar
• Zee, M. and Koomen, H.M.Y., 2016. Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: a synthesis of 40 years of research. Review of educational research, 86 (4), 981–1015. doi:10.3102/0034654315626801.
   Web of Science ®Google Scholar