Do School Leadership, Climate, and Resources Predict Teachers' Participation in Effective Professional Development?

• In Event: Poster Session 2
  In Poster Session: Division K Section 8 Poster Session 2

Abstract

This study uses data from the 2013 Teaching and Learning International Survey to investigate relationships between U.S. teachers’ professional development (PD) experiences and measures of their schools’ administrative leadership, working climate, and organizational resources. Hierarchical linear modeling (HLM) is used to analyze associations between these school factors and the extent to which teachers reported that their PD experiences were aligned with the research-based features of effective PD (Garet et al., 2001). Findings suggest that teacher collaboration, a climate of shared decision-making, provision of time for PD during the work day for all teachers, and covering the costs of PD for all teachers are associated with participation in PD that is more aligned with the features of effective PD.

Author

• Stephanie Elise Fakharzadeh, Johns Hopkins University