Date of Award

Fall 12-8-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Dr. Tiffany Bockelmann


Education, Self-Efficacy, Professional Development, Inquiry


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.



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