Project-Based Learning: Predictor Variables that Influence Teacher Leaders’ Self-Efficacy

The purpose of the study was to (a) investigate teacher leaders’ self-efficacy as it relates to the implementation of new instructional strategies [i.e. project-based learning] and (b) determined variables that predicted teacher leaders’ self-efficacy. The sample population included 244 teachers who did and did not receive training prior to the implementation of project-based learning (PBL) within the school district. Significant differences in the self-efficacy of trained and untrained teachers were determined. Statistically significant relationships were found between teachers’ self-efficacy and program familiarity, teacher excitement, teacher autonomy, principal excitement, and teacher training. The study emphasizes the important role leaders have when striving to create change. By targeting specific characteristics surrounding new program implantation, leaders can instill a sense of positive self-efficacy, possibly resulting in a more positive outcome during change.