Exploring the Impact of Online Team-Initiated Problem Solving Professional Development on Teacher's Perceptions of Efficacy and Problem-Solving Skills

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dc.contributor.advisorAlonzo, Julie
dc.contributor.authorDaily, Jessica
dc.date.accessioned2021-11-23T15:10:11Z
dc.date.available2021-11-23T15:10:11Z
dc.date.issued2021-11-23
dc.description.abstractData-based decision making (DBDM) is an integral component of a multi-tiered system of support (MTSS) framework. The data guide critical decisions, such as instructional and intervention strategies, resource allocation, policy development, intensity of supports, and potential disability identification. Using data in a systematic manner via a problem-solving process and aligning solutions and implementation practices are necessary skills for today’s educators; however, training and professional development can be limited and/or resource intensive. One possible solution is to deliver problem-solving PD in an online or eLearning format.This study used a quasi-experimental, pre-test post-test design to explore the impact of the Team-Initiated Problem Solving (TIPS) online professional development on individual teachers’ self-assessment of their problem-solving skills, as well as their beliefs in both their personal teaching efficacy and the collective teaching efficacy of their colleagues within the school. Participants were 30 educators from four elementary schools within three states in the United States. The study included a treatment group (n = 17), all of whom were active team members in Tier 2 problem solving teams within their school site. It also included a comparison group (n = 13) of participants from the same schools who were not part of the problem-solving team. Data were collected via pre- and post-tests of the Teacher Sense of Efficacy Scale – Short Form, the Collective Teacher Efficacy Scale, and the TIPS Team Member Self-Assessment. A qualitative response was also included in the post-test to examine the impact the COVID-19 pandemic may have had on participant responses. Analyses were conducted to explore differences within each group, as well as between groups over time. Overall, there were positive changes in perceptions over time on all measures; however, differences were found to be not significant. Further, the COVID-19 pandemic had a large influence over the participants’ responses; therefore, it is hard to definitively determine that the treatment condition contributed to the shift in perceptions. Recommendations for future research include repeating the study with a larger sample, focusing on Tier 1 problem solving teams, exploring differences between rural and urban settings, and evaluating the influence of coaching supports on outcomes.en_US
dc.identifier.urihttps://hdl.handle.net/1794/26865
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectData-based Decision Makingen_US
dc.subjectOnline Professional Developmenten_US
dc.subjectProblem Solvingen_US
dc.titleExploring the Impact of Online Team-Initiated Problem Solving Professional Development on Teacher's Perceptions of Efficacy and Problem-Solving Skills
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.nameD.Ed.

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