FOSTERING TEACHER EFFICACY THROUGH A COLLABORATIVE ACADEMIC MENTORING PROGRAM
Johns Hopkins University
Teacher efficacy and the subordinate factors of teacher beliefs and knowledge of self-regulated learning (SRL) are important influences linked to student SRL and, later, students' academic success. This research study shows how a collaborative academic mentoring program and professional learning community can foster teacher efficacy, strengthen beliefs, and increase knowledge to support high school teachers' and students' academic performance. Utilizing surveys and focus group interviews, mixed methods convergent parallel one-group design was used to examine these factors. Findings suggest a PLC can positively impact teacher efficacy, beliefs, and knowledge. Additional themes include teachers placing a high value on academic mentoring as a beneficial and feasible component of the PLC that facilitates teacher efficacy, knowledge, and beliefs. Limitations of teaching schedules on participating in a PLC are also discussed. These findings indicate that resources, such as allocation of time and institutional mentorship for secondary teachers, are needed to help develop SRL abilities and academic performance in students, ultimately increasing the likelihood that they will experience better outcomes later in life.
teacher efficacy, academic mentoring, academic performance, professional learning community