Building Self-Efficacy: The Key to Successful Performance

4/9/2012 Page 1

Self-Efficacy Beliefs
Building Self-Efficacy: The Key to Successful Performance

Dr. Megan Tschannen-Moran

The College of William and Mary Education Policy, Planning, and Leadership

Self-efficacy is an assessment of ones capabilities to attain a desired level of performance in a given endeavor

Powerful Effects

The Work of Coaching

Calling forth motivation and movement in people, through conversation and a way of being, so they achieve desired outcomes and enhance their quality of life.

Belief in ones abilities influences: motivation to act the goals one sets the effort put forth in the endeavor persistence and resilience in the face of setbacks

These beliefs about abilities are even more powerful than actual abilities in influencing peoples motivation, affective states, and actions

Teacher Self-Efficacy

Four Sources

a self-belief about ones capabilities to bring about desired outcomes of student engagement and learning, even for students who may be difficult or unmotivated

Verbal Persuasion (encouraging) Vicarious E Vi i Experiences ( d li ) i (modeling) Affective States (feelings) Mastery Experiences (actions)

2012MeganTschannenMoranmegan@schooltransformation.com MyWebs:www.schooltransformation.comhttp://wmpeople.wm.edu/site/page/mxtsch

Building Self-Efficacy: The Key to Successful Performance

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Positive Psychology

Teacher Sense of Efficacy Model

Sources of Efficacy Information Mastery Experience Verbal Persuasion Vicarious Experience Cognitive Processing Assessment of Personal Competence Analysis of the Task

Verbal Persuasion

Positive Relationships Positive Images Positive Energy & Emotions

Self-Efficacy

Vicarious Experiences

Physiological Arousal New Sources of Efficacy Information

Physiological & Affective States

Performance

Consequences of Self-Efficacy

Mastery Experiences

Goals, Effort, Persistence, Resilience, Etc.

Positive Actions

Consequences of Self-Efficacy
Teacher Behaviors

Working with Struggling Students

Greater effort invested in teaching Higher standards and goals Greater levels of planning Greater organization Greater enthusiasm in teaching Greater commitment to stay in teaching More willing to experiment with new methods

Persistence when things do not go smoothly Resilience in the face of setbacks Less critical of students when th make L iti l f t d t h they k errors Work longer with a student who is struggling Less inclined to refer a struggling student to special education

Student Outcomes

AERA 2002 Symposium

What is the Value of Understanding Beliefs?: An Exploration of Beliefs Related to Academic Achievement Chair/Organizer: Michelle M. Buehl, University of Maryland Unveiling Educational Beliefs: Treasure Trove or Pandoras Box? Patricia A. Alexander, University of Maryland , y y

students motivation students own selfefficacy student achievement

Understanding the Achievement of Inner-City Adolescents: The Influence of Epistemological Beliefs and Goal Orientation on Academic Performance P. Karen Murphy, Joyce F. Long, Shinichi Monoi & Theresa Holleran, Ohio State University; Michelle M. Buehl, University of Maryland The Influence of Resources and Support on Teachers' Efficacy Beliefs Megan Tschannen-Moran, College of William and Mary, Anita Woolfolk Hoy, Ohio State University Efficacy Beliefs of College Level Instructors Helenrose Fives & Lisa Looney, University of Maryland

2012MeganTschannenMoranmegan@schooltransformation.com MyWebs:www.schooltransformation.comhttp://wmpeople.wm.edu/site/page/mxtsch

Building Self-Efficacy: The Key to Successful Performance

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The Effects of Context

Correlational Analysis
2 3 .11* .48** 4 .05 .36** .48** 5 .16* .36** .39** .32** 6 .12 .45** .65** .33** .73** 7 .43** .30** .30** .29** .31** 1. Teacher Self-Efficacy 2. Material Support .23**

Convenience Sample 410 pa t c pa ts 0 participants

3. Administrative Support

103 preservice teachers (84 female, 15 male) 255 inservice teachers (170 female, 84 male)

4. Collegial Support 5. Parental Support

Woolfolk Hoy, A. & Tschannen-Moran, M. (2002, April). Cultivating teacher efficacy: The effects of context. Paper presented at the annual meeting of the American Educational Research Association.

6. Community Support 7. Performance Satisfaction

.42**

Correlational Analysis
2 1. Teacher Self-Efficacy 2. Material Support 3. Administrative Support 4. Collegial Support 5. Parental Support 6. Community Support 7. Performance Satisfaction .23** 3 .11* .48** 4 .05 .36** .48** 5 .16* .36** .39** .32** 6 .12 .45** .65** .33** .73** 7 .43** .30** .30** .29** .31**

Disappointing Results
In a regression analysis of the set of support variables, only teaching resources made an independent contribution to explaining teachers sense of efficacy, with j t 7% of th variance f ffi ith just f the i in teachers sense of efficacy explained by the support variables There were no significant differences in Teacher Self-Efficacy beliefs between groups based on age, gender, race, or teaching context

.42**

Comparisons of Means
Novice (Mean) TSE TSE - Instructional Strategies TSE - Student Engagement TSE - Classroom Management Resource Support Administrator Support Colleague Support Parental Support Community Support Satisfaction w/ Performance 6.87** 6.99** 6.57 7.03** 5.98* 5.97* 6.86 4.84 4.98 6.94** Career (Mean) 7.29** 7.58** 6.69 7.61** 6.52* 6.54* 7.00 5.18 5.33 7.55**

Correlational Analysis
N = 74 Novice, 181 Career

4 -.14

5 .18

6 .00

7 .46**

1. Teacher Self-Efficacy 2. Material Support 3. Administrative Support 4. Collegial Support 5. Parental Support 6. Community Support 7. Satisfaction .17* .10 .14 .15* .19*

.32** .08

.36** .40** .47** .42** .21 .51** .35** .55** .32** .44** .32** .47** .52** .37** .74** .29 .24 .32* .18 .18 .08 .07

.71** .39** .37*

.36** .28** .35** .33** .25** .38**

2012MeganTschannenMoranmegan@schooltransformation.com MyWebs:www.schooltransformation.comhttp://wmpeople.wm.edu/site/page/mxtsch

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Correlational Analysis
N = 74 Novice, 181 Career

Stepwise Regression
5 .18 6 .00 7 .46**
1. Demographics 2. Context 3. Verbal Persuasion 4. Mastery Experiences TSE for Novices R2 .03 .20 .31 .49 TSE for Career R2 .02 .11 .14 .19

4 -.14

1. Teacher Self-Efficacy 2. Material Support 3. Administrative Support 4. Collegial Support 5. Parental Support 6. Community Support 7. Satisfaction .17* .10 .14 .15* .19*

.32** .08

.36** .40** .47** .42** .21 .51** .35** .55** .32** .44** .32** .47** .52** .37** .74** .29 .24 .32* .18 .18 .08 .07

.71** .39** .37*

.36** .28** .35** .33** .25** .38**

Independent Contributions
TSE for Novice Teachers Beta School Level (2) Resource Support (2) Support of Colleagues (3) Community Support (3) Performance Satisfaction (4) .49 -.32 -.38 .47 .001 .020 .027 .001 .26 .004 Sig. TSE for Career Teachers Beta -.21 Sig. .010

Implications

Bandura was right! Self-efficacy is more in fl early i S lf ffi i i flux l in learning It tends to stabilize over time, and thus is less sensitive to contextual factors

My Story

Coaching for Professional Development

What sources of self-efficacy did you hear? Verbal Persuasion Vicarious Experiences Affective States Mastery Experiences

N = 93 primary teachers in 9 schools 4 Levels of PD

presenting the same teaching strategy increasing levels of efficacy-relevant input

Pre and post PD self-efficacy and implementation of the strategy

Tschannen-Moran, M. & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy, Elementary School Journal, 110, 228-248.

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Building Self-Efficacy: The Key to Successful Performance

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Four Formats for PD

1: Information 2: Information + Modeling 3: Information + Modeling + Practice 4: Information + Modeling + Practice + Coaching

Surprising Power of Coaching

Coaching had the strongest effect on self-efficacy beliefs implementation of the new strategy Nearly without coaching experienced a decrease in their selfefficacy

Coaching Cultures

Paired Interviews

To reap the long-term benefits of

setting higher goals exerting greater effort, and being more persistent in the face of setbacks

Tell a story about a time when a strong sense of self-efficacy helped you to persist in the face of a challenge or setback. Which of the four sources of self-efficacy contributed to your success? If you could identify one area where increased self-efficacy could help you personally or professionally, what would it be?

we need to support them and scaffold their learning during their early years

In schools, we must question the norms of giving novice teachers the most challenging classes and students

Coaching Cultures
Building Self-Efficacy: The Key to Successful Performance

Dr. Megan Tschannen-Moran

The College of William and Mary Education Policy, Planning, and Leadership

www.SchoolTransformation.com

2012MeganTschannenMoranmegan@schooltransformation.com MyWebs:www.schooltransformation.comhttp://wmpeople.wm.edu/site/page/mxtsch