Research Findings on Deliberate Practice and Building Collective Efficacy

“A Design Thinking Mixed-Methods Study on Deliberate Practice and Building Collective Efficacy for Teachers in the Midwestern United States” (Elder, 2024) explored how professional development rooted in a criteria of deliberate practice worked to build professional capacity of teachers and increase teacher efficacy (Ericsson, 2020). The study suggested when professional development was embedded with deliberate practice and anchored to an agency of praxis, teacher self-efficacy increased and gave greater potential for increased collective efficacy of teachers. The findings argued teacher efficacy, like learning itself, was validated through continuous habits of practice.

Deliberate Practice & Teacher Professional Development

  • Introduction & Teacher Participation

    As part of a doctoral program at Lindenwood University in Educational Leadership, this research study is seeking teaching participants to explore how deliberate practice may support and or increase the self and collective efficacy of teachers. The research study will include surveys, reflective questions, and a deliberate practice planning form that teachers will complete each week. The total time required by participants will be 2-4 hours over a six week period (approximately 15-30 minutes each week). All responses, personal information, and teaching contexts will be kept confidential and anonymous. Participants will receive a certificate of completion in Deliberate Practice and a token of gratitude (gift card) for the first 20 participants.

    To be included in the Research Study please email Brian Elder at BE823@lindenwood.edu by September 30, 2023.

  • Consent Form

    You are asked to participate in a research study being conducted by Brian Elder under the guidance of Dr. Lynda Leavitt at Lindenwood University. Being in a research study is voluntary, and you are free to stop at any time. Before you choose to participate, you are free to discuss this research study with family, friends, or a physician. Do not feel like you must join this study until all your questions or concerns are answered. If you decide to participate, you will be asked to sign and return this form via email.

    Consent Form

    Participant Schedule

  • Teacher Survey

    Once you have completed the research participant sign-up and completed the consent form, you will begin with this 24-question initial teacher survey. This survey includes the Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Hoy (2001). The Teachers’ Sense of Efficacy Scale is a vetted and widely used instrument by educational researchers. No personal identifiable information will be disclosed about teacher participants who complete the survey and data is strictly used for research analysis.

    Pretest Survey

Module One: Introduction & Deliberate Practice Planning for Teachers

Module One Includes:

  • Introduction and purpose of this study

  • The philosophical foundations of practice

  • A criteria for deliberate practice

  • Deliberate practice in teaching & instructional expertise

  • Deliberate practice planning

Deliberate Practice Plan for Teachers Survey

Deliberate Practice Plan (For Participants’ Personal Use & Reflection)

Module Two: Resilience & Progress

Module Two Includes:

  • Professional needs of teachers

  • Professional capital and professional capacity

  • Professional development & collaboration

  • Instructional coaching for resilience and progress

  • Deliberate practice planning

Deliberate Practice Reflection for Teachers

Deliberate Practice Plan (For Participants’ Personal Use & Reflection)

Module Three: Collective Efficacy

Module Three Includes:

  • Reviewing the Needs of Teachers

  • Self-Efficacy

  • Collective Efficacy of Teachers

  • Deliberate Practice and Teacher Professional Development

  • Final Survey

After watching the self-paced Module Three video, please retake the Teachers’ Sense of Efficacy Scale developed by Tschannen-Moran and Hoy (2001).