Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance

Year 2019, Volume: 4 Issue: 1, 1 - 13, 31.07.2019

Raul Andres Baez-hernandez

https://doi.org/10.22596/erj2019.04.01.1.13

Abstract

The
extent to which teachers’ level of efficacy and quality of instructional
performance changed after they receive a professional development workshop on
instructional alignment is currently unknown in a school district in Florida. As
such, the researcher investigated how professional development on standards and
assessment alignment impacts teachers’ self-efficacy level in writing lesson
plans. Results indicated that teachers' level of efficacy and quality of
instructional performance, measured as their beliefs on how alignment can
benefit their students and improve how they write lesson plans, overall
improved after the professional development they underwent. The findings can be used to
initiate positive social change, starting with the field of education. The
results benefit not only the students but also the teachers themselves, as well
as the administrators and school districts. State and federal policymakers can
also benefit with better evidence of how professional development could work to
improve instructional alignment. 

Keywords

Instructional alignment, Professional development, State standards, Teacher self-efficacy, Instructional performance

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