Date of Award
Fall 12-8-2021
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Dr. Tiffany Bockelmann
Keywords
Education, Self-Efficacy, Professional Development, Inquiry
Abstract
This 2021 study focuses on the impact of inquiry based professional development on educator self-efficacy. The study works to understand how practices like cognitive coaching and inquiry-based practices assist educators in developing self-efficacy related to their practice. Educators were given the New General Self-Efficacy Scale (Chen et al., 2001), before and after an observation process and were interviewed as a part of their post-observation. The research took place in a rural Minnesota school district with both primary and secondary education staff. The data and results that follow display both a consistent and increased level of self-efficacy as it pertains to cognitive coaching and inquiry based, reflective processional development practices.
Recommended Citation
Grant, Kaia, "The Impact of Inquiry-Based Professional Development on Educator Self-Efficacy" (2021). Dissertations, Theses, and Projects. 621.
https://red.mnstate.edu/thesis/621