Rushing, Patricia Jean2024-11-192024-11-192024-11-18vt_gsexam:41822https://hdl.handle.net/10919/123631With 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.ETDenIn Copyrightself-efficacyoutcome expectancySTEM educationengineering practicesonline professional developmentDissertation