The Impact of Online Professional Development on Science Teachers' Self-Efficacy and Outcome Expectancy Beliefs for Teaching Engineering Practices

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dc.contributor.authorRushing, Patricia Jeanen
dc.contributor.committeechairDoolittle, Peter E.en
dc.contributor.committeememberBowen, Bradley Davisen
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberJones, Brett D.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2024-11-19T09:00:35Zen
dc.date.available2024-11-19T09:00:35Zen
dc.date.issued2024-11-18en
dc.description.abstractWith the growing emphasis on integrating engineering practices into science education, many science teachers are underprepared to meet these demands due to limited training and resources (Katehi et al., 2009; Brophy et al., 2008). Teachers often lack confidence in their ability to teach engineering concepts, making it difficult for them to incorporate these practices effectively (Hammack and Ivey, 2017; Christian et al., 2021). Self-efficacy, defined as a belief in one's ability to succeed in specific tasks, and outcome expectancy, the belief that certain actions will lead to desired results, both play crucial roles in professional development (Bandura, 2006). When teachers possess high self-efficacy and positive outcome expectancy, they are more likely to adopt new teaching practices and engage students in more meaningful ways (Tschannen-Moran and McMaster, 2009; Allinder, 1994). This study aimed to explore the impact of an online professional development module on science teachers' self-efficacy and outcome expectancy for teaching engineering practices. The intervention module was designed to provide mastery experiences, vicarious learning, social persuasions, and emotional/affective support to improve these beliefs. Quantitative results showed no statistically significant changes between the treatment and control groups, but statistically significant improvements in self-efficacy and outcome expectancy for teaching engineering practices in science curricula as a participant cohort overall. Qualitative data revealed that participants in the treatment group reflected more deeply on their teaching practices and reported increased confidence in integrating engineering practices into their curricula.en
dc.description.abstractgeneralAs STEM education increasingly emphasizes the integration of engineering into science curricula, many teachers feel unprepared due to a lack of training and resources. A teacher's belief in their ability to teach engineering concepts (self-efficacy) and the expectation that their teaching will result in positive student outcomes (outcome expectancy) are critical factors in their willingness to adopt new instructional methods. This study examined whether an online professional development course could improve science teachers' confidence and expectations for teaching engineering. The course aimed to enhance self-efficacy by providing practical experiences that focused on factors that may increase self-efficacy or outcome expectancy for teaching engineering concepts. While survey results showed no significant changes between teachers who took the enhanced course and those who took a course that did not focus on self-efficacy and outcome expectancy, combined cohort data and qualitative reflections revealed that course participants significantly improved their self-efficacy and outcome expectancy beliefs as a group and felt more prepared and engaged in integrating engineering concepts into their teaching.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:41822en
dc.identifier.urihttps://hdl.handle.net/10919/123631en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectself-efficacyen
dc.subjectoutcome expectancyen
dc.subjectSTEM educationen
dc.subjectengineering practicesen
dc.subjectonline professional developmenten
dc.titleThe Impact of Online Professional Development on Science Teachers' Self-Efficacy and Outcome Expectancy Beliefs for Teaching Engineering Practicesen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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