Writing matters: The influence of professional development on teachers' self-efficacy and instructional practice in the teaching of writing

The purpose of this study was to explore the influence of an ongoing, site based, and intentional professional development program on teacher practice and teacher self-efficacy in the teaching of writing. This study on the impact of an ongoing professional development program on writing had four goals. First, this study explored changes in self-efficacy in teachers of writing of various grade levels, years of experience, and over time. Second, this study investigated change in instructional practice among teachers of various grade levels, years of experience, and over time. Third, this study identified specific instructional practice that changed over time. Finally, this study explored teachers' beliefs regarding the effectiveness of the professional development program.; Data from surveys, focus group interviews, and individual interviews were analyzed to produce a representation of the impact of professional development sessions on the self-efficacy beliefs and instructional practice on teachers of writing. When examining changes in self-efficacy over time, the mixed ANOVA analyses indicated that changes in self-efficacy depended on the group to which a teacher belonged (grade level taught and years of experience). The quantitative data indicated that change in self-efficacy over time in grades K--2 was more dependent on experience than in grades 3--6. K--2 teachers with 0--9 years of experience increased in self-efficacy, while teachers with ten or more years of experience decreased in reported self-efficacy. Statistical analysis indicated that there was a significant change in instructional practice over time that was reflective of the grade level taught and years of experience. Again, teachers of grades kindergarten-second with fewer than ten years of experience demonstrated the greatest increase; this time in teaching practice. Among the third through sixth grade teachers, higher gains in change in teacher practice were made by teachers with ten or more years of teaching experience.; Qualitative data supported and elaborated the findings of the quantitative data. Although teachers appeared to be intrinsically motivated to use the new instructional strategies in their classrooms, perceived lack of time and lack of systemic support proved to be difficult obstacles for them to overcome.; Several themes emerged from qualitative data regarding the structure of the professional development. Over one-third of the participants mentioned that they found the time to collaborate and share ideas extremely useful and productive. All of the interview participants stated that having a resource person in the school strengthened their self-esteem and motivation. They also said that having consistent meetings facilitated the professional development sessions. Promoting a positive culture and nurturing positive relationships between the professional development facilitator and the participants and among the teachers themselves appeared to contribute greatly to the successes of the program.