Degree

Doctor of Philosophy (PhD)

Department

School of Education

Document Type

Dissertation

Abstract

The purpose of this multiple baseline study was to measure the reliability of teachers’ reflective practices and the impact of structured video self-reflection on observable teaching practices and teacher self-efficacy. Additionally, this study explored the implications of teacher self-efficacy, and the stages of change model when working with teachers who have determined a change of behavior is necessary. Designed to satisfy the tenets of andragogy, this study presented structured video self-reflection as a teacher directed, practical, cost-effective form of professional development. Results indicated that teachers were able to reliably self-reflect, and that structured video self-reflection led to positive increases in observable behaviors as measured by the Classroom Assessment Scoring System (CLASS) tool. Stage of change data was used to inform feedback to assist teachers in meeting reliability as well as in an additional phase change for one teacher who required extra support. Self-efficacy results were mixed, showing growth for one teacher and more accurate self-scoring for two teachers.

Date

10-23-2025

Committee Chair

DiCarlo, Cynthia

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