Fostering Personal Teaching Efficacy Through Staff Development and Classroom Activities

Abstract

Abstract The effectiveness of the DARE to be You (DTBY) teacher training for enhancing feelings of personal teaching efficacy was assessed for 241 control or training-group teachers using a pretest, posttest, and 9-month follow-up design. Examined was the relation between personal and general teaching efficacy, satisfaction with and investment in teaching, and integration of roles. Significant group-by-time interactions were found for personal and teaching efficacy and the four teacher self-perception measures, using a repeated-measures multivariate analysis of variance. Level of involvement with the DTBY classroom activities was related to efficacy judgments. The study provides support for the value of the DTBY training and the importance of addressing teaching efficacy issues within staff development programs aimed at curricular innovation.