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Abstract

The purpose of this study was to evaluate the changes in the teacher efficacy levels of teachers exposed to an instructional model referred to as FOCUS. The analysis revealed that a majority of the participants had pre-treatment efficacy scores that corresponded to higher post-treatment efficacy scores, on at least one of the two efficacy scales, for the participants who were exposed to the FOCUS model. These finds, although they should only be considered preliminary due to the nature of the research design employed in this study, do suggest the need for further study of the FOCUS model’s impact on teacher efficacy.

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