Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development
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This mixed-methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a large-scale initiative to increase learning opportunities through the arts for all students. This study took place over the course of a year-long professional development program during which teachers either received three school-wide in-service trainings or participated in a focused training cadre that received additional ongoing support from university drama specialists affiliated with the program. Significant differences were present in cadre teachers’ comfort with the reform as compared to non-cadre teachers both at the beginning and end of the reform. Additionally, self-efficacy and comfort with DBI were significantly related at both the beginning and end of the year. Additionally, teachers who were more comfortable with DBI appeared to progress to higher-order concerns regarding the reform. I discuss the significance of these findings in the context of design and implementation of professional developments that promote pedagogical conceptual change.