Improving middle school teachers' self-efficacy: using action research to transform instruction toward student-centered learning enhanced with technology

DONNA JO DILLARD(Under the Direction of Sheneka Williams)ABSTRACTSocietal demands for educating students for college, career, and life readiness requires students abilities to include problem solving skills, collaboration, and technology skills. The purpose of this qualitative action research case study was to investigate, develop, and implement effective instructional practices to increase teacher self-efficacy for using student-centered technology enhanced learning. This action research study sought to understand barriers and successes that teachers encounter when implementing student-centered learning enhanced with technology and how to increase teacher self-efficacy to transform instruction toward implementing this instructional strategy. Seventy middle school teachers completed pre-surveys, and nine teacher intervention participants completed interventions and interviews developed by an action research team. Eight of the nine intervention participants completed post-study surveys. Findings indicate that teacher self-efficacy change for teaching student-centered learning enhanced with technology was not easy, and divergent views emerged. After one cycle of data analysis and interventions, teacher self-efficacy for this instructional method slightly increased after observing successful lessons, having mastery experiences, and recognizing expectations foreducators with leadership support. Deficit thinking emerged in data regarding student ability for student-centered learning with technology as a practice only for accelerated and gifted students. Teachers indicated students with special needs or of average and below average abilities lack the ability to participate in this instructional method. Action research within a school contributes to developing teachers as leaders.