The Impacts of Peer Observation Roles and Teaching Characteristics on Teacher Self-Efficacy: A Secondary Data Analysis Study Using the TALIS Survey

It is important for teachers to have a high sense of self-efficacy, as it is one of the prime motivational forces influencing student learning, teacher quality, and in turn, overall success (Curry, 2015; Hattie, 2009; Klassen & Chiu, 2010). Teachers with high self-efficacy work harder, are more involved in learning, and have higher assurance (Bandura, 1994). For these reasons, it is imperative to study the influencers of teacher self-efficacy. Peer observations and observational feedback, a highly used practice in all schools, is one of those influencers. This cycle of observations and feedback provided to teachers is influential to teacher self-efficacy (Akkuzu, 2014; Tschannen-Moran & Woolfolk-Hoy, 2007). Therefore, a secondary data analysis utilizing the TALIS teacher survey was conducted to further examine the relationships between the dependent variable of teacher self-efficacy in the domains of classroom management, instruction, student engagement, and overall, and the independent variables of a teacher’s role in peer observations, teacher age, teacher gender, and teacher years of experience. Findings indicated that female teachers had higher self-efficacy in all domains. Self-efficacy levels in all domains increased with age and years of teaching experience, but notably decreased for those with the most experience. Overall, self-efficacy levels were at its height when a teacher was between the age of 40 through 49 or older than 60. Teachers also had the highest self-efficacy levels in all domains when a teacher had between 21 and 25 years of experience. Furthermore, teachers who were observers in peer observations had higher levels of self-efficacy than teachers who did not observe any peers. Contrastingly, teachers who were observed through peer observations had lower levels of self-efficacy than teachers who were not observed

Economic Evaluation of Teacher Induction Programs: A Report

Research shows that teacher induction programs can be effective as measured by a number of outcomes. However, research also shows that teacher induction programs vary greatly from one district to another. Furthermore, there is no research that examines teacher induction programs with respect to costs and benefits. Educational leaders and stakeholders do not need to wait on formal institutional research to do such an economic evaluation. This report, in combination with a How-to-Guide, the Teacher Induction Program Cost Matrix and the Teacher Induction Program Benefit-Cost Workbook, comprises a toolkit designed to allow school and district leaders to conduct an economic evaluation of their teacher induction program

Economic Evaluation of Teacher Induction Programs: A Toolkit How-to Guide

Research shows that teacher induction programs can be effective as measured by a number of outcomes. However, research also shows that teacher induction programs vary greatly from one district to another. Furthermore, there is no research that examines teacher induction programs with respect to costs and benefits. Educational leaders and stakeholders do not need to wait on formal institutional research to do such an economic evaluation. This how-to guide, in combination with a comprehensive report, the Teacher Induction Program Cost Matrix and the Teacher Induction Program Benefit-Cost Workbook, comprises a toolkit designed to allow school and district leaders to conduct an economic evaluation of their teacher induction program

Analyzing Advanced Placement (AP): Making the Nation\u27s Most Prominent College Preparatory Program More Equitable

This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study