Examining the Impact of Professional Development on Paraprofessional Self-Efficacy in Rural Settings
Abstract
Due to an increasing reliance on special education paraprofessionals in rural schools, this study examines their self-efficacy beliefs before and after professional development. Using a mixed-methods approach, findings suggest no significant change in self-efficacy post-training. Paraprofessionals’ confidence was more influenced by on-the-job experiences than by a single professional development session.
Recommended Citation
Murray, Elise; Smothers, Moriah; Colson, Tori L.; and Keown-Murray, Stacey
(2026)
"Examining the Impact of Professional Development on Paraprofessional Self-Efficacy in Rural Settings,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 12:
Iss.
1, Article 7.
DOI: https://doi.org/10.61611/2995-5904.1079
Available at:
https://digitalcommons.murraystate.edu/ktej/vol12/iss1/7
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons