| The purpose of this mixed method study was to determine if teacher implementation of mastery learning strategies learned through professional development increased student achievement. The study also sought to determine if professional development training combined with coaching increased the levels of teacher knowledge, teacher efficacy, and teacher implementation of mastery learning strategies. Teacher outcomes included knowledge of mastery learning strategies, teaching efficacy, and implementation of mastery learning strategies; the student outcome was academic achievement.;Overall findings indicate that professional development training combined with coaching did not increase the level of teacher knowledge, teacher efficacy, and teacher implementation strategies. Teachers who received professional development training combined with coaching did not show an increase in teacher knowledge of mastery learning strategies, but did show non-significant increases in teaching efficacy, perceived teacher implementation, and observed teacher implementation of mastery learning strategies. Further, overall findings indicate that teacher implementation of mastery learning strategies were not directly correlated to student achievement. A recommendation of the study was to analyze the same variables after one full year of implementation to determine if the results are the same. |
