Off-campus WSU users: To download campus access dissertations, please use the following link to log into our proxy server with your WSU access ID and password, then click the "Off-campus Download" button below.
Non-WSU users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Access Type
WSU Access
Date of Award
January 2023
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Ben Pogodzinski
Abstract
This qualitative study examined the relationship between engagement in a professional learning community, structured and facilitated through restorative practice strategies (RPLC), and participants' self-efficacy beliefs. Cultivated from a gap in the literature, this study focused on teacher efficacy beliefs with attention to how professional development influences teachers' sources of efficacy information and how this information is processed (Ross & Bruce, 2007). While all participants in the study confirmed their involvement in the RPLC impacted their teaching practices, many participants provided information on how this impact happened and what they needed to be more efficacious in their practice. In order to determine what relationship existed between teachers' participation in a Restorative Practice Professional Learning Community (RPLC) and their self-efficacy beliefs, the qualitative data was organized into two significant themes found from the thematic analysis of the transcripts. The first set of data analyzed was based on the relationship between facilitators' use of restorative strategies and participant responses during the RPLC sessions. The second data set analyzed further examined the participants' interviews and how they described their RPLC experience in connection with their efficacy beliefs. The evidence of the facilitator's frequent use of restorative strategies contributed to the teacher's new efficacy information based on their performance and opportunities to cognitively process their experiences as they attempted to implement new teaching strategies. The facilitators use of restorative strategies promoted frequent opportunities for teachers to self-reflect, cultivate collective responsibility, and overcome resistance. These opportunities allowed most teachers to effectively analyze the context of implementing restorative strategies and preserve when challenges arose. The evidence from this study highlights the possibility of restorative strategies finding a place in pedagogical practices, reformed professional development models, and strategies to improve the implementation of restorative practices in schools.
Recommended Citation
Nathan, Adrienne J., "The Relationship Between Restorative Professional Development And Teacher Efficacy" (2023). Wayne State University Dissertations. 3836.
https://digitalcommons.wayne.edu/oa_dissertations/3836