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An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy./
作者:	Slattery, Chelsey Leeann.
面頁冊數:	1 online resource (77 pages)
附註:	Source: Masters Abstracts International, Volume: 57-02.
標題:	Nutrition. -
電子資源:	click for full text (PQDT)
ISBN:	9780355423327

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.
Slattery, Chelsey Leeann.

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy. - 1 online resource (77 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.S.)--National University, 2017.

Includes bibliographical references

The purpose of this research project was to explore methods of providing professional development opportunities utilizing action inquiry as a framework for leadership development and to report on a study that adopted a quantitative research design to identify the impact on individual's self-efficacy beliefs after participating in a ten-month professional development program. This professional development program utilized an action inquiry approach to leadership development and was designed to help educators understand and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base. The study involved the use of retrospective (post-then-pre) self-efficacy questionnaire to capture self-efficacy belief changes. There were three preliminary questions that the study sought to answer: 1). Is utilizing action inquiry an effective intervention for leadership development? 2). What is the effect on an individual's self-efficacy beliefs after participating in a professional development program that was designed using action inquiry as a framework for leadership development? 3). Will individuals that participated in the professional development program report higher levels of confidence in their ability to teach nutrition and lead groups of students through the inquiry-based learning process? Findings from this study show that participants experienced; growth in teaching efficacies, increased confidence, and improved facilitation skills for guiding inquiry in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355423327Subjects--Topical Terms:

581367
Nutrition.
Index Terms--Genre/Form:

554714
Electronic books.

An Exploration of Leadership Development through Action Inquiry and its Impact on an Educator's Self-Efficacy.
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500 $a Source: Masters Abstracts International, Volume: 57-02.
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502 $a Thesis (M.S.)--National University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this research project was to explore methods of providing professional development opportunities utilizing action inquiry as a framework for leadership development and to report on a study that adopted a quantitative research design to identify the impact on individual's self-efficacy beliefs after participating in a ten-month professional development program. This professional development program utilized an action inquiry approach to leadership development and was designed to help educators understand and adopt an inquiry-based approach to learning and teaching while contributing to their knowledge base. The study involved the use of retrospective (post-then-pre) self-efficacy questionnaire to capture self-efficacy belief changes. There were three preliminary questions that the study sought to answer: 1). Is utilizing action inquiry an effective intervention for leadership development? 2). What is the effect on an individual's self-efficacy beliefs after participating in a professional development program that was designed using action inquiry as a framework for leadership development? 3). Will individuals that participated in the professional development program report higher levels of confidence in their ability to teach nutrition and lead groups of students through the inquiry-based learning process? Findings from this study show that participants experienced; growth in teaching efficacies, increased confidence, and improved facilitation skills for guiding inquiry in the classroom.
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