Comparing Teacher Efficacy Based on Literacy Design Collaborative Training

The purpose of this quantitative causal-comparative research study was to determine what differences existed, if any, in teacher sense of efficacy scores between teachers who completed Literacy Design Collaborative training and those who did not. Bandura's self-efficacy theory guided the study. Four research questions were addressed: What differences exist, if any, in the Teachers' Sense of Efficacy total scores, Efficacy in Student Engagement subscale scores, Efficacy in Instructional Strategies subscale scores, and Efficacy in Classroom Management subscale scores, between teachers who completed Literacy Design Collaborative training and those who did not. Participants (N = 172) were drawn from schools in which Southern Region Education Board (SREB) training was available, and they answered 24 questions on the Teachers' Sense of Efficacy Scale (TSES). The independent variable was completion of LDC training (two levels). The dependent variables were the total score and the scores on the three subscales on the TSES. Independent samples t-tests were conducted for all four research questions. LDC training did not have a significant effect on teachers' sense of self-efficacy, t(170) = -0.344, p = 0.731; d = -0.055. A post hoc power analysis of the study was conducted and yielded power = 0.07. Implications for these findings are discussed. These implications suggest that education stakeholders need to fully investigate professional development programs to ensure that they will be beneficial to those included in the training. The implications also underscore the need to increase teacher efficacy for any program that is going to be implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]