Transforming Teacher Knowledge to Practice: Exploring the Impact of a Professional Development Model on Teachers’ Literacy Instruction and Self-Efficacy

One of the primary challenges of any educational system is providing effective professional development (PD) for teachers, which will integrate knowledge that can be translated into practice. Moreover, the goal of PD is for teachers to implement new practices in their classrooms. The PD model examined integrated three key components: content knowledge (literacy theory), pedagogical content knowledge (research-based strategies), and practical implementation with coaching support. First, we examined teachers’ perceptions of their knowledge development resulting from PD. Second, we investigated the extent of practical implementation of the PD by teachers and its influence on their literacy self-efficacy. Data were analyzed using dependent sample t-tests and independent sample t-tests comparing change scores among 82 elementary teachers. The teachers in the study reported significantly higher literacy knowledge and self-efficacy after PD than before. Next, differences in the teachers’ degree of implementation of PD were examined based on the teachers’ self-efficacy. Teachers who implemented 5–12 lessons showed significantly greater self-efficacy improvements (Cohen’s d = 0.80) than those implementing 0–4 lessons, demonstrating a clear dose–response relationship. This finding highlights the significance of implementing PD practices in the classroom setting and the role of teachers’ self-efficacy. The results are further discussed in relation to effective PD and a proposed extension of Shulman’s curricular knowledge. Limitations include reliance on self-reported measures and a homogeneous sample, which may affect generalizability.