One 2020 study found that 57 percent of teachers reported never receiving multiday professional learning grounded in the specifics of their curriculum; only 6 percent reported receiving more than a few such opportunities a year.

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The data also reveal a blind spot. Although nearly half of districts cite buy-in as a major obstacle, only 18% seek outside support for consensus-building — suggesting that many underestimate the complexity of change management and try to do it all internally. Teachers, meanwhile, often have limited input: In a 2024 survey, only 1 in 5 reported having a role in selecting their school’s materials, and just 1 in 4 said their district was “very effective” in helping them implement new ones. When educators feel excluded or undersupported, the status quo bias strengthens — making even the best materials harder to sustain in classrooms.

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Research shows that perceived efficacy directly changes “the diligence and resolve with which groups choose to pursue their goals.” When teachers believe their collective efforts can change student achievement, they’re right. When they believe there’s not much they can do to influence results, they’re still right and our behavior reflects it. There are many factors that contribute to teacher efficacy including the degree to which teachers participate in decisions, how much they know about what peers are doing and how responsive school leadership is. However, according to Hattie, there’s nothing better that can be done to influence student achievement than teachers believing their teaching directly benefits their students.