03/05/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Shawn O'Neill “Building Elementary Teachers’ Self-Efficacy in Science Instruction Through an Improvement Science Coaching Cycle."

Candidate: Shawn O'Neill
Degree: Doctoral- Ed.D. Leadership in Schooling, STEM
Defense Date: March 18, 2026
Time: 3:30 p.m.
Location: Via Zoom
Thesis/Dissertation Title: Building Elementary Teachers’ Self-Efficacy in Science Instruction Through an Improvement Science Coaching Cycle

Dissertation Committee

  • Chair: Michelle Scribner, Ed.D., Clinical Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Amie Milkowski Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell
  • Committee Member: Tracy Manousaridis, Ed.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract
Early elementary science instruction played a critical role in shaping students’ academic trajectories and developing positive science identities; however, at Riley Elementary School (RES), science was inconsistently implemented due to competing curricular priorities, limited time, insufficient professional development, and resource constraints. These systemic barriers disproportionately affected marginalized students, including multilingual learners and students with disabilities, limiting equitable access to inquiry-based science learning. Addressing these challenges required strengthening teacher self-efficacy as a lever for instructional improvement.

Guided by improvement science principles (Bryk et al., 2015), a six-week Plan-Do-Study-Act (PDSA) cycle was implemented to increase elementary teachers’ science self-efficacy by at least 10 percent, as measured by the Science Teaching Efficacy Belief Instrument (STEBI-A) survey. The intervention included ready-to-use, standards-aligned inquiry lessons, weekly reflection prompts, collaborative professional learning community discussions, and structured opportunities for feedback and refinement. A mixed-methods design captured measurable changes in teacher confidence and qualitative shifts in instructional practice. Quantitative data included pre- and post-STEBI-A surveys and weekly Likert-scale self-efficacy measures. Qualitative data from reflections and focus groups were thematically coded to examine changes in instructional decision-making and attention to equity. Findings indicated that structured, job-embedded support strengthened teacher confidence and increased science instructional time. Despite limitations related to sample size and duration, the study demonstrated that enhancing teacher self-efficacy supported more consistent and equitable elementary science instruction.
Keywords: Elementary science instruction; Teacher self-efficacy; Improvement science; Plan-Do-Study-Act; Professional development; Equity in STEM education; Multilingual learners