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The Impact of Lesson Study Professional Development on Teacher Self-Efficacy and Outcome Expectancy

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The Impact of Lesson Study Professional Development on Teacher Self-Efficacy and Outcome Expectancy THE IMPACT OF LESSON STUDY PROFESSIONAL DEVELOPMENT ON TEACHER SELF-EFFICACY AND OUTCOME EXPECTANCY by DEBORAH ANNE NAUERTH B.S., Kansas State University, 1995 M.S., Kansas State University, 1999 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2015 Abstract The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura’s Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process. Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers’ self- efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura’s four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura’s four sources of efficacy and thus building self-efficacy and outcome expectancy. Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura’s four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation. THE IMPACT OF LESSON STUDY PROFESSIONAL DEVELOPMENT ON TEACHER SELF-EFFICACY AND OUTCOME EXPECTANCY by DEBORAH ANNE NAUERTH B.S., Kansas State University, 1995 M.S., Kansas State University, 1999 A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2015 Approved by: Major Professor Dr. Gail Shroyer Copyright DEBORAH ANNE NAUERTH 2015 Abstract The purpose of this mixed methods case study was to examine the impact of lesson study professional development on teacher self-efficacy and outcome expectancy using Bandura’s Social Cognitive Theory as a framework (1977). The focus of this lesson study was implementing Common Core State Standards for mathematics. Thirteen K-6 teachers participated in the lesson study professional development, completed a pre/post Mathematics Teaching Efficacy and Expectancy Beliefs Inventory (MTEEBI) and completed ongoing journaling prompts while the researcher conducted observations throughout the process. Qualitative and quantitative data gathered in this research indicated the lesson study professional development had a positive impact on both self-efficacy and outcome expectancy of the teacher participants. Though the teachers possessed a satisfactory level of self-efficacy and outcome expectancy at the onset of the study, a measurable gain was evident. Comparison of the pre and post MTEEBI surveys, through statistical analysis using a Paired-Samples t-test, indicated a significant positive change in both self-efficacy and outcome expectancy scores. Though growth for both constructs was significant at the .05 level of probability, self-efficacy growth was greater than outcome expectancy. This finding is supported in historical research of the challenge of yielding outcome expectancy growth. The qualitative analysis of observations and journal prompts corroborated the MTEEBI results, indicating a majority of the teachers’ self- efficacy and outcome expectancy beliefs were positively impacted by the lesson study professional development. Bandura’s four sources of efficacy (mastery experiences, modeling, verbal/social persuasion, physiological responses) positively impacted personal self-efficacy, while three of the four sources (mastery experiences, modeling, physiological responses) impacted outcome expectancy. Qualitative data indicated mastery experiences were most critical for both constructs. Lesson study professional development is a natural catalyst for addressing Bandura’s four sources of efficacy and thus building self-efficacy and outcome expectancy. Given the demands of rigorous educational reform, lesson study professional development is a promising approach to positively impact teacher self-efficacy and outcome expectancy, through engaging Bandura’s four sources of efficacy to develop and strengthen these beliefs. Therefore lesson study ought to be a more frequent component of teacher professional development and teacher preparation. Table of Contents List of Figures ................................................................................................................................ xi List of Tables ................................................................................................................................ xii Acknowledgements ...................................................................................................................... xiii Dedication .................................................................................................................................... xiv Preface........................................................................................................................................... xv Chapter 1 - Introduction .................................................................................................................. 1 Overview of the Issues ................................................................................................................ 1 Purpose of the Study ................................................................................................................... 6 Research Questions ..................................................................................................................... 7 Research Design ......................................................................................................................... 8 Analysis ...................................................................................................................................... 9 Qualitative Analysis .............................................................................................................. 10 Observations and Videotaped Documentation .................................................................. 10 Journal Entries .................................................................................................................. 10 Quantitative Analysis ............................................................................................................ 11 MTEEBI Survey ............................................................................................................... 11 Significance of the Study .......................................................................................................... 11 Limitations and Addressing Limitations of the Study .............................................................. 13 Definition of Terms .................................................................................................................. 16 Summary ................................................................................................................................... 18 Chapter 2 - Literature Review ....................................................................................................... 19 Theoretical Framework ............................................................................................................. 19 Self-Efficacy ............................................................................................................................. 21 Teacher Self-Efficacy ........................................................................................................... 23 The Development of Self-Efficacy Measurements ............................................................... 28 Mathematics Education Reform ..............................................................................................
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