Unpacking the sources of computer science teaching efficacy in in-service elementary teachers

Background and Context Despite increasing momentum to integrate computer science (CS) into K-12 education, elementary teachers often report low confidence in teaching CS due to limited experience, resources, and pedagogical knowledge. Teaching self-efficacy, which refers to the belief in one’s ability to teach effectively, plays a critical role in teachers’ willingness to adopt CS instruction. There remains limited research on how professional development (PD) programs improve elementary teachers’ CS teaching self-efficacy, particularly regarding the specific sources that contribute to their confidence.Objective This study aimed to investigate the impact of an integrated CS PD program on in-service elementary teachers’ CS teaching self-efficacy. It also sought to identify which aspects of the PD and learning experiences served as key sources of efficacy information and how teachers perceived their relative importance.Method Using a mixed-methods approach, we collected data from 33 in-service elementary teachers. Quantitative data were gathered through pre-post administration of the CSTEBI, analyzed using paired-samples t-tests. Qualitative data from teacher reflections were coded by two researchers to identify themes related to sources of teaching self-efficacy.Findings The PD significantly improved teachers’ CS teaching self-efficacy. Qualitative analysis identified simulated modeling as the most influential source of efficacy, followed by cognitive pedagogical mastery, cognitive content mastery, cognitive self-modeling, and effective actual modeling. We also identified the integration of disciplines as a novel and distinct source of efficacy.Implications Our findings suggest that effective CS PD should prioritize experiential learning approaches where teachers engage as learners while simultaneously developing both content knowledge and pedagogical content knowledge, particularly through cross-disciplinary applications.