Teachers' Professional Development and the Impact on Teachers' Self-Efficacy for Teaching

• In Event: 53.053 - Professional Development Across Borders: Alliances, Academic Interactions, and Teacher Self-Efficacy

Abstract

Research supports teacher self-efficacy is an important predictor of teaching and learning. However, limited evidence is available about where teacher self-efficacy is derived from and how teacher professional development and schools could help improve teacher self-efficacy. Using the TALIS 2013 dataset, this research applied Latent Trait method to have constructed measurements for teacher’s opportunity for professional development, teacher self-efficacy in classroom management, student engagement and instructional practice respectively, in order to detect whether teacher’s participation in professional development is associated with teacher self-efficacy in different countries. HLM for individual country and meta-analysis results reveal that a positive and significant relationship exists between professional development participation and all three sub-scales of teacher self-efficacy and overall teacher self-efficacy.

Authors

• Yan Liu, University of North Carolina - Wilmington

• Wei Liao, Michigan State University