Teacher development and school improvement: The process of teacher change

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'...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Teaching and teacher education 1988, Vol.4 (2), p.171-187
Hauptverfasser: Stein, Mary Kay, Wang, Margaret C.
Format: Artikel
Sprache:eng
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung: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.
ISSN:0742-051X
1879-2480
DOI:10.1016/0742-051X(88)90016-9