Year 2019, Volume 4 , Issue 1, Pages 1 - 13 2019-07-31

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

Raul Andres Baez-Hernandez [1]


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. 
Instructional alignment, Professional development, State standards, Teacher self-efficacy, Instructional performance
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Primary Language en
Subjects Social
Journal Section Articles
Authors

Author: Raul Andres Baez-Hernandez (Primary Author)
Country: United States


Dates

Publication Date : July 31, 2019

Bibtex @research article { erjournal524879, journal = {Education Reform Journal}, issn = {2602-3997}, eissn = {2602-3997}, address = {}, publisher = {Mustafa ÖZMUSUL}, year = {2019}, volume = {4}, pages = {1 - 13}, doi = {10.22596/erj2019.04.01.1.13}, title = {Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance}, key = {cite}, author = {Baez-Hernandez, Raul Andres} }
APA Baez-Hernandez, R . (2019). Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance. Education Reform Journal , 4 (1) , 1-13 . DOI: 10.22596/erj2019.04.01.1.13
MLA Baez-Hernandez, R . "Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance". Education Reform Journal 4 (2019 ): 1-13 <https://dergipark.org.tr/en/pub/erjournal/issue/45825/524879>
Chicago Baez-Hernandez, R . "Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance". Education Reform Journal 4 (2019 ): 1-13
RIS TY - JOUR T1 - Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance AU - Raul Andres Baez-Hernandez Y1 - 2019 PY - 2019 N1 - doi: 10.22596/erj2019.04.01.1.13 DO - 10.22596/erj2019.04.01.1.13 T2 - Education Reform Journal JF - Journal JO - JOR SP - 1 EP - 13 VL - 4 IS - 1 SN - 2602-3997-2602-3997 M3 - doi: 10.22596/erj2019.04.01.1.13 UR - https://doi.org/10.22596/erj2019.04.01.1.13 Y2 - 2019 ER -
EndNote %0 Education Reform Journal Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance %A Raul Andres Baez-Hernandez %T Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance %D 2019 %J Education Reform Journal %P 2602-3997-2602-3997 %V 4 %N 1 %R doi: 10.22596/erj2019.04.01.1.13 %U 10.22596/erj2019.04.01.1.13
ISNAD Baez-Hernandez, Raul Andres . "Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance". Education Reform Journal 4 / 1 (July 2019): 1-13 . https://doi.org/10.22596/erj2019.04.01.1.13
AMA Baez-Hernandez R . Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance. Education Reform Journal. 2019; 4(1): 1-13.
Vancouver Baez-Hernandez R . Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance. Education Reform Journal. 2019; 4(1): 13-1.