Cultivating Teacher Capacity to Improve Student Learning

Cindy O'Riley, Walden University


The problem investigated in this study was teacher self-efficacy related to coteaching after immersion in associated professional development that was job-embedded, ongoing, and collaborative. The research that exists suggested teachers perceive their effectiveness implementing coteaching is dependent on professional development. Understanding the professional development needs of coteaching teams has the potential to address the improvement of teacher self-efficacy for this instructional model and provide professional development coordinators and administrators with an informed approach to plan for learning opportunities that support improvement in teacher self-efficacy leading to improvement of teaching practice. Using the theoretical framework of social cognitive theory to guide the study, a survey was presented to participants to determine their interest and confidence in the concepts of coteaching. A quantitative non-experimental design was used. Results were documented using descriptive and comparative designs and reported using a narrative arrangement containing figures and tables for elucidation. Both research questions were analyzed using Pearson correlation and point-biserial correlation procedures. The findings suggested long-term immersion in professional development has a relationship to teacher interest and confidence in the implementation of coteaching practices. Positive social change inherent in this study are adding to the literature regarding the needs of practicing coteachers and ensuring the shift to inclusive practices are supporting the needs of students with disabilities receiving instruction in general education classrooms.