Exploring Factors for Improving Teachers' Professional Development: International Evidence From Teaching and Learning International Survey 2013

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

Abstract

Acknowledging the importance of teacher professional development for diverse school outcomes, this study explores factors that improve teacher professional development. Using data collected by TALIS 2013on Korea, Japan, and Singapore, the current study employed two-level logistic regression models to examine what kinds of teacher and school level factors promote and hinder teacher participation in different types of professional development. We found that teachers’ gender, years of teaching, and needs were significantly associated with the probability of participation in professional development, and that, with the exception of school operation type, school level factors did not exhibit significant relationships. Findings thus provide implications for policy makers and educational leaders about how to promote teachers’ diversified learning by supporting teacher professional development.

Authors

• Youngjun Lee, Michigan State University

• Taeyeon Kim, Michigan State University

• Zixi Chen, Michigan State University