Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Christine Lotter

Abstract

This mixed-methods action research study examined how professional development (PD) influences middle school science teachers’ self-efficacy in implementing the Next Generation Science Standards (NGSS) Storyline curriculum. The study also explored which aspects of PD are most effective in supporting teachers at different career stages. Teacher self-efficacy is a critical factor in the successful adoption of reform-based science instruction, yet limited research has investigated how PD can be differentiated to address the needs of novice, intermediate, and veteran educators in underperforming schools.

A convergent mixed-methods design was employed to collect both quantitative and qualitative data. The Science Teaching Efficacy Belief Instrument-A (STEBI-A) was administered before and after the PD intervention to measure changes in self-efficacy. Qualitative data sources included focus group interviews, classroom observations, and teacher reflection journals. Deductive coding, guided by Bandura’s (1997) four sources of self-efficacy—mastery experiences, vicarious experiences, verbal persuasion, and affective states—was combined with inductive coding to identify emergent themes. Quantitative data were analyzed using the Wilcoxon signed-rank test and effect size r, with results compared to qualitative findings during interpretation.

Findings indicated that teachers reported growth in self-efficacy across all four sources. Mastery experiences, particularly opportunities to practice NGSS Storyline routines within PD and classrooms, emerged as the strongest contributor to increased confidence. Peer observations and PLC collaboration provided critical vicarious experiences and verbal persuasion, reinforcing teachers’ willingness to experiment with new instructional practices. Differentiated supports proved especially valuable: novice teachers benefited from scaffolded coaching and mentorship, while veteran teachers responded to opportunities for intellectual challenge and collaborative reflection. Quantitative analysis of STEBI-A results confirmed positive shifts in teacher self efficacy, complementing the qualitative insights. This study contributes to the growing body of literature on NGSS implementation by highlighting the importance of tailoring PD to teachers’ career stages and contexts. The findings hold implications for science educators, school leaders, and curriculum developers seeking to design PD that not only builds teacher self-efficacy but also sustains instructional change. While situated in one large suburban district, the results may inform efforts to strengthen NGSS adoption in other underperforming school settings. Keywords: professional development, teacher self-efficacy, NGSS, Storyline, mixed methods, action research

Rights

© 2025, Dena Spickard Fender

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