A Study of Educator Attitudes, Beliefs, and Goalbook Toolkit Usage

The Crucial Role of Self-Efficacy in Transforming Instruction for All Students

In the ever-evolving landscape of education, the importance of educator self-efficacy has emerged as a critical factor in driving positive outcomes for educators and students. A recent study conducted by the Center for Research and Reform in Education at Johns Hopkins University sheds light on this vital aspect of education, exploring the relationship between the use of Goalbook Toolkit and educator self-efficacy, attitudes, and beliefs. This comprehensive analysis not only underscores the significance of educator self-efficacy but also aligns seamlessly with Goalbook’s vision of empowering educators to transform instruction so that all students succeed.

Special Educator Self-Efficacy and Retention

In the realm of education, research demonstrates the pivotal role educator self-efficacy plays in shaping instructional effectiveness. A sense of self-efficacy — a belief in your ability to effectively teach and positively impact your students — is also a crucial factor with a demonstrated link to job satisfaction and long-term retention (Antoniou, Gerlexis, & Charitaki, 2017). Research has consistently shown that educators with higher levels of self-efficacy are more likely to persist in the profession, even in the face of challenges (Holzberger, Philipp, & Kunter, 2013).

When educators feel confident in their professional abilities and see the tangible results of their efforts, they are more motivated to continue their work. This self-assurance allows educators to approach obstacles with a problem-solving mindset, rather than becoming discouraged or burned out. Conversely, educators who struggle with self-doubt, stress, or feeling ineffective in meeting professional demands are more prone to leaving the profession prematurely.

The interconnection between educator self-efficacy, job satisfaction, and increased retention is a crucial dynamic that significantly impacts the overall health of the education system. Research suggests that when educators possess a strong sense of self-efficacy and believe in their ability to positively influence student learning, it translates into increased job satisfaction. Educators who feel confident and competent in their roles are more likely to experience a sense of fulfillment and accomplishment. This, in turn, contributes to higher levels of job satisfaction, contributing to a more positive work environment (Antoniou et. al., 2017).

Fostering a strong sense of self-efficacy among educators is, therefore, a key strategy for improving retention rates and ensuring that our schools are staffed by passionate, dedicated, and skilled professionals. This can be achieved through ongoing professional development, access to high-quality resources and tools, mentorship programs, and a supportive school culture that celebrates the successes and growth of its educators. By investing in the well-being, confidence, and abilities of our special educators, we create a more stable and effective educational system that benefits educators and the students they serve.

Self-Efficacy for Special Education Instructional Design

Educator self-efficacy can be measured through various methods, primarily utilizing self-report surveys and questionnaires that assess special educators’ beliefs in their readiness and abilities to plan, organize, and carry out necessary tasks related to successfully meeting the needs of students. Such survey/questionnaire instruments may include a series of statements related to instructional strategies, classroom management, and student engagement, among other aspects of instruction. Educators typically respond to these statements on a Likert scale, indicating their level of readiness, agreement, or confidence for each practice listed.

In 2021, Goalbook developed a Self-Efficacy for Special Education Instructional Design Scale that was based on Tschannen-Moran and Woolfolk-Hoy’s Teacher Sense of Efficacy Scale.

The Goalbook-created scale was initially embedded into educator self-report surveys administered to educators at two different points in time: first, at or near the beginning of the school year prior (pre) to using Goalbook Toolkit, and second, at or near the end of the school year after (post) using Goalbook Toolkit.

In 2022, Johns Hopkins University Center for Research and Reform in Education (CRRE), reviewed self-reported survey data from Goalbook Toolkit users in an effort to validate Goalbook’s Educator Self-Efficacy pre/post surveys utilizing the Special Education Instructional Design Scale. This study found questionnaire items generally demonstrated strong psychometric properties, with KR-20 reliability estimates of approximately +.80 and seven questionnaire items having discrimination indices of +.60 or greater, indicative of very high levels of overall score reliability and item discrimination, respectively. Since 2022, with a validated pre/post survey instruments to measure special educator self-efficacy aligned to Goalbook Toolkit usage, special educator self-efficacy pre/post surveys have been one measure of impact integrated into the annual implementation plan for many Goalbook school/district partners starting in the first year of Toolkit implementation.

Goalbook Toolkit Impact Study: A Catalyst for Enhancing Self-Efficacy and Increasing Educator Retention

In 2023, utilizing the validated survey instruments alongside other measures, including Goalbook Toolkit usage data, Johns Hopkins University CRRE conducted a subsequent study: A Study of Educator Attitudes and Beliefs and Goalbook Toolkit Usage (Webb, Cook, Grant, Ross, 2023). The purpose of this 2023 study was to examine the relationship between Goalbook Toolkit usage and educators’ attitudes and beliefs, including their self-efficacy, job satisfaction, and intentions to stay in their current position and in the field of education.

Significant findings included:

• Over the course of the school year, educators using Goalbook Toolkit reported an increase in self-efficacy scores from an average of 6.94 to 7.59 on a 10-point scale.
• Educators reported that Goalbook Toolkit served as a critical resource in increasing their readiness to unpack standards, develop data-driven present-level statements, and design instruction aligned to IEP goals. After engaging with Goalbook Toolkit resources, educators expressed increased confidence in their ability to design effective, specially designed instruction.
• The end-of-year survey indicated that a majority of participants felt satisfied with their jobs, with many expressing intentions to continue in their current positions and in the field of education.

Aligning with Goalbook’s Vision

These findings strongly align with Goalbook’s mission to empower educators to transform instruction for all students. By providing comprehensive resources to efficiently and effectively support best practices in special education, Goalbook Toolkit resources:

1. Foster Collaboration & Inclusive Education: Goalbook Toolkit resources support educators in creating more personalized and effective learning experiences for all students, including those with special needs. In addition, Goalbook Toolkit usage facilitates collaboration among educators, promoting a shared approach to student success.

2. Promote Evidence-Based Practices: By offering research-based strategies and resources, Goalbook Toolkit encourages the adoption of proven, evidence-based instructional methods.

3. Enhance Educator Self-Efficacy: Goalbook Toolkit usage contributes to the professional growth of educators, boosting their confidence and capabilities in addressing diverse student needs.

4. Drive Systemic Change: By empowering individual educators, Goalbook Toolkit is contributing to broader improvements in educational practices and outcomes.

Conclusion: A Path Forward for Educational Excellence

The 2023 study conducted by Johns Hopkins University CRRE — A Study of Educator Attitudes and Beliefs and Goalbook Toolkit Usage (Webb, Cook, Grant, Ross, 2023) suggests the positive impact of Goalbook Toolkit usage on special educator self-efficacy and presents a compelling case for special education leaders to prioritize highly effective technology resources that empower special educators. As we strive for educational excellence and equitable outcomes for all students, focusing on enhancing educator self-efficacy emerges as a powerful lever for change.

Goalbook’s vision of empowering educators to transform instruction so that all students succeed is not just an aspiration, but a practical pathway illuminated by this research. By equipping educators with the tools, resources, and support to boost their self-efficacy, we can create a ripple effect of positive change throughout the educational system. As education leaders, it is crucial we recognize and harness the power of self-efficacy.

The journey towards educational transformation is ongoing. The findings from this impact study show a positive relationship between Goalbook Toolkit usage and increased special educator self-efficacy, supporting a navigable path forward. Let us embrace these findings and continue to support and empower our educators, for in doing so, we invest in the success and future of every student.

Click HERE to learn more about Goalbook efficacy.

Goalbook is committed to supporting ongoing research and evaluation to deepen our collective understanding of how to improve instructional outcomes and promote continuous improvement.

Goalbook Toolkit meets the standards of research and evidence aligned to the federal Every Student Succeeds Act (2015).

References

Antoniou, A. S., Geralexis, I., & Charitaki, G. (2017). Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach. Psychology, 8(11), 1642.

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of educational psychology, 105(3), 774.