Job-embedded professional development and teacher self-efficacy

Statement of the Problem
It is not known how job-embedded professional development influences novice middle school teachers’ self-efficacy in the construct of classroom instruction, classroom management, and student engagement.

Research Question and Hypotheses
Phenomenon: The phenomenon that the researcher seeks to explore is how job-embedded professional development influences novice teachers’ self-efficacy in a large urban school district in Florida in the construct of classroom instruction, classroom management, and student engagement. Additionally, there is evidence that including ways to measure teacher self-efficacy enables the researcher to gain better understanding of the influence the professional learning has on teacher self-efficacy (Beauchamp et al., 2014). As such, the researcher will attempt to answer the following research questions:

R1: How does job-embedded professional development influence novice teacher’s self-efficacy?

R2: How does job-embedded professional development influence novice teacher’s self-efficacy in the construct of classroom instruction?

R3: How does job-embedded professional development influence novice teacher’s self-efficacy in the construct of classroom management?

R4: How does job-embedded professional development influence novice teacher’s self-efficacy in the construct of student engagement?

Research of Methodology
The researcher will use a qualitative methodology for this study.