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 Teaching efficacy Personal efficacy Expected Outcome
I strongly believe that students under 16 years of age ARE NOT ready for studying in FE colleges
I firmly believe that I AM very capable of engaging my students in their learning
Expected Outcome
I believe the students I teach who are under 16 years of age will make limited progress in college

16. Teacher B Teaching efficacy Personal efficacy Expected Outcome
I strongly believe that students under 16 years of age ARE ready for studying in FE colleges
I firmly believe that I AM NOT very capable of engaging my students in their learning
Expected Outcome
I believe the students I teach who are under 16 years of age will make limited progress in college

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. Have a safe journey home
Close
Thank you
Have a safe journey home

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),
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 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),