Abstract:
The introduction of Ireland’s redeveloped Primary School Curriculum positions Digital Technology (DT) as a core area of learning, creating new demands for primary teachers, many of whom lack prior preparation. This study examines whether a single, targeted Teacher Professional Learning (TPL) intervention can enhance teachers’ domain-specific self-esteem in DT. A quantitative pre–post survey design was employed with participants attending targeted workshops. DT self-esteem was measured using an adapted, reliable instrument, and principal component analysis was used to generate a composite score. A paired-samples t-test revealed a statistically significant increase in DT self-esteem following the intervention, with a moderate-to-large effect size. Reduced variability in post-scores indicated greater consistency among participants. The findings suggest that brief, focused TPL interventions can meaningfully enhance teachers’ confidence in DT, supporting their readiness to engage with curriculum reform.
PPIG 2026 - 37th Annual Workshop
Exploring the impact of a single TPL session on Primary School Teachers’ Domain-Specific Self-Esteem