Abstract
This qualitative descriptive study explored teachers’ perceptions of a peer observation structure, collegial visits (CVs), and CVs’ connection to teacher self-efficacy (TSE). The research question was: How do teachers perceive CVs, particularly with respect to their influence on TSE? Semi-structured interviews and a focus group were utilized to collect data from 13 K–12 educators from urban and suburban public school districts in the United States. The theoretical foundation included Bandura’s social cognitive theory and the triadic reciprocal causation model. Thematic analysis was used to analyze the data, and four themes emerged: (1) cultural drivers and effects of CVs; (2) impact of formal and informal learning experiences on teachers; (3) teachers’ positive shift in (a) opinions and (b) emotions regarding CVs; and (4) teachers’ increased TSE throughout CV implementation. Conclusions highlighted that CVs were an effective vehicle for professional learning. The results provide qualitative evidence demonstrating that CVs foster educators’ TSE beliefs.
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