Title

Primary Connections: Stage 3: Interim research and evaluation report No. 6: Professional learning facilitators: confidence, self-efficacy and activities at the end of Term 3, 2006

Document Type

Report

Publisher

Australian Academy of Science

Place of Publication

Canberra

Faculty

Community Services, Education and Social Sciences

School

Education

Comments

This article was originally published as: Hackling, M. W. (2006). Primary Connections: Stage 3: Interim research and evaluation report No. 6: Professional learning facilitators: confidence, self-efficacy and activities at the end of Term 3, 2006. Canberra: Australian Academy of Science.Original report available here

Abstract

The number of professional learning facilitators (PLFs) attending the January, end of Term 1 and end of Term 3 workshops progressively decreased from 89, to 72 to 60. Self-efficacy scores increased from end Term 1 to end Term 3 and were very positive. The mean total scale score for teacher PLFs was lower than for other PLFs. Of the PLFs that completed self-efficacy scales on all questionnaires, the number of PLFs with modest self-efficacy scores (4.3). Non-teacher PLFs had higher confidence than teacher PLFs. More professional learning activities were conducted by PLFs in Terms 2 and 3 compared with Term 1. There were differences in the types and frequencies of activities conducted by teacher PLFs and other PLFs. A total of 56 papers, workshops and information sessions were presented in Terms 2 and 3 by the 60 PLFs who completed this questionnaire. At the end of Term 3 two-thirds of the PLFs had presented workshops, which represents an increase in activity over Term 1. There was no major difference in the numbers and types of workshops presented by teacher PLFs and other PLFs during Terms 2 and 3. The main factors enabling PLFs’ effectiveness include their position, communications network, support of line managers, time being available for facilitation work, high interest in Primary Connections, and having the knowledge and skills required for facilitating Primary Connections workshops. The main inhibitors appear to be time for facilitation work and conflicting priorities within schools for making time available for Primary Connections workshops.