Impact of Professional Learning through Social Media on Teacher Self-Efficacy

Autor/in	Tolen, Mandi
Titel	Impact of Professional Learning through Social Media on Teacher Self-Efficacy
Quelle	(2021), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, William Woods University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2099-0920-0
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Social Media; Faculty Development; Informal Education; Professional Education; Teacher Attitudes; Teacher Motivation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Soziale Medien; Informelle Bildung; Nichtformale Bildung; Berufsausbildung; Lehrerverhalten
Abstract	There is a gap in the research investigating the impact of professional learning through social networks on educator self-efficacy. Research exists studying the reason educators use social networks in their profession primarily through qualitative studies and anecdotal responses through surveys. This quantitative research study examined the impact of professional learning through social networks on self-efficacy comparing it to self-efficacy when educators learn professionally through other sources. Further, the study explored the reasons educators use social networks for professional learning based on their perceived level of technology proficiency, size of school, role of education, years in education, highest degree held, region of the United States, and role in education. The three-part survey collected demographic information, measured each educators' reason for professional learning through social networks, and obtained self-efficacy ratings based on professional learning through social networks and professional learning from other sources. Analysis including statistical description, Kruskal-Wallis H Tests, and Paired-sample T-tests were used to answer two research questions. Findings from this research indicated all professional learning has a positive impact on education self-efficacy with a slight increase in educator self-efficacy when educators learn professionally through social networks. Additionally, the reasons educators professionally learn through social networks do not differ between the demographic categories. The one exception is educators with less than 250 students who prefer to learn professional through other sources aside from social networks. The results of this study add to the limited existing research on the impact of professional learning through social networks on educator self-efficacy. Future research should explore controlled experiments on self-efficacy to establish cause and effect relationships and generalize to a large population or utilize different self-efficacy surveys to focus on education related behaviors in addition to general self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01