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Using Lesson Observations to Promote Teacher Self-Efficacy

This conference discusses the importance of meaningful lesson observation systems in promoting teacher self-efficacy, job satisfaction, and student performance. It explores alternative approaches to the current model, shares key research findings, and provides recommendations for staff development programs.

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Using Lesson Observations to Promote Teacher Self-Efficacy

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  1. Welcome • CRADLE summer conference • Using lesson observations to promote teacher self-efficacy • Presented by Terry Pearson – 17 June 2015

  2. Activity 1 How meaningful to teachers are current systems of lesson observation?

  3. Key recommendations • There is a need to explore alternative approaches to the current, dominant model of graded lesson observation. (UCU) • Making appraisal and feedback meaningful is especially important for teachers’ feelings of self-efficacy and job satisfaction in England. (OECD)

  4. Session agenda • Begin with a self-efficacy exercise • Discuss key research findings about how teacher self-efficacy is related to teacher and student performance in the classroom • Identify key aspects of teacher self-efficacy from two short teaching conversations • Explore how lesson observation can contribute to staff development programmes designed to promote teacher self-efficacy in the classroom • Evaluate our own sense of self efficacy in relation to the self-efficacy exercise

  5. Activity 2 To what extent do I anticipate I will respond positively to a challenging task?

  6. Self-efficacy Self-efficacy is a means of determining the extent to which a person will respond positively in challenging circumstances • their willingness to try • how much effort they apply • how long they will persist Bandura (1977)

  7. SE and performance An early meta-analysis of studies of the relationship between self-efficacy and work related performance confirmed that significant increases in performance can be due to high self-efficacy (Stajkovic and Luthans, 1998).

  8. SE and teacher performance Teachers with a sense of high self-efficacy in the classroom are: • more open to new ideas and willing to experiment with new methods • better planned, more organised • more likely to work longer with students who are struggling • less critical of students when they make errors

  9. TSE and student performance Generally most studies show a significantly strong positive relationship between teachers’ sense of efficacy in the classroom and student performance Including academic achievement when it is aggregated at the school level

  10. TSE and student performance Considerable evidence to show that teacher self-efficacy is also linked to students' performance in aspects other than academic achievement: • enhanced student motivation • increased self-esteem • improved self-direction • more positive attitudes toward school

  11. Two key considerations Teacher self-efficacy is both task and context dependent • Teachers may believe they are more capable of succeeding with some groups of students than others • Teachers may have a higher sense of self-efficacy about one aspect of their teaching compared to another

  12. Another key consideration Teachers tend to feel more capable in a setting which is rich in leadership and peer support or teaching resources than in an organisation where less human and physical assets are available

  13. Teacher SE in the classroom A teacher’s sense of efficacy is made up of two distinct but interrelated components; teaching efficacy and personal efficacy (Ashton et. al., 1982)

  14. Activity 3 Identifying the components of teacher self-efficacy

  15. Teacher A

  16. Teacher B

  17. Promoting self-efficacy Bandura proposed that expectations of self-efficacy are based on four sources of information: • performance accomplishments • vicarious experience • verbal persuasion • physiological states

  18. Activity 4 Designing a programme for developing teacher self-efficacy in the classroom

  19. New approaches • Move away from the dominant model of using lesson observation to IDENTIFY staff development needs and judge quality and performance • Move towards an eclectic approach which uses lesson observation to ADDRESS staff development needs and enhance quality and performance

  20. New possibilities • The vast majority of teachers say that lesson observations had helped them to improve as classroom practitioners • Compared with other countries, in England, significantly more teachers report that the feedback they received led to positive changes in their teaching practices

  21. Close Thank you Have a safe journey home terrypearsonltd@gmail.com

  22. References Ashton, P.T., Webb, R. B. and Doda, N. (1982). A study of teachers’ sense of self efficacy. Final report. Volume I. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. O’Leary, M. (2013). Developing a National Framework for the Effective Use of Lesson Observation in Further Education. UCU OECD (2014) New Insights from TALIS 2013. Teaching and Learning in Primary and Upper Secondary Education. OECD Stajkovic, A. D., & Luthans, F. (1988). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124(2), 240-261.

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