Effects of an intensive data-based decision making intervention on teacher efficacy

Emmelien van der Scheer, Arend J. Visscher

  • 2 Citations

Abstract

Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly grade 4 teachers were investigated by means of a delayed treatment control group design (62 teachers). The findings showed significant strong intervention effects on teachers' efficacy for instructional strategies, and student engagement in both treatment groups. No significant effects were found for teacher efficacy regarding classroom management. Improved teacher efficacy in the first treatment group persisted throughout the second school year. Suggestions for future research are presented.
Original languageEnglish
Pages (from-to)34-43
JournalTeaching and teacher education
Volume60
DOIs
StatePublished - 2016

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teacher
measurement method
intervention
effect
decision making
school grade
classroom
data
control
school
strategy
student
research

Keywords

  • METIS-317573
  • IR-100975

Cite this

van der Scheer, Emmelien; Visscher, Arend J. / Effects of an intensive data-based decision making intervention on teacher efficacy.

In: Teaching and teacher education, Vol. 60, 2016, p. 34-43.

Research output: Scientific - peer-reviewArticle

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Effects of an intensive data-based decision making intervention on teacher efficacy. / van der Scheer, Emmelien; Visscher, Arend J.

In: Teaching and teacher education, Vol. 60, 2016, p. 34-43.

Research output: Scientific - peer-reviewArticle

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AB - Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly grade 4 teachers were investigated by means of a delayed treatment control group design (62 teachers). The findings showed significant strong intervention effects on teachers' efficacy for instructional strategies, and student engagement in both treatment groups. No significant effects were found for teacher efficacy regarding classroom management. Improved teacher efficacy in the first treatment group persisted throughout the second school year. Suggestions for future research are presented.

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