Professional Development Needs, Incentives, and Barriers: U.S. New and Veteran Teachers' Perspectives on the Teaching and Learning International Survey

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-6 - Teacher Self-Efficacy and Professional Development Needs

Abstract

Drawing on 1508 U.S. lower secondary teachers’ data from Teaching and Learning International Survey 2013, this study examines new and veteran teachers’ needs, barriers, and incentives for professional development (PD). Results indicate that both veteran and new teachers reported needs for PD related to technology, teaching students with special needs, and approaches to individualized learning. A larger proportion of each group reported that they received neither a salary supplement nor non-monetary support for PD activities. New teachers reportedly received a salary supplement for PD activities outside working hours more than veteran teachers; veteran teachers reported more barriers for PD participation due to financial cost and lack of incentives and time for PD.

Authors

• Shaoan Zhang, University of Nevada - Las Vegas

• Qingmin Shi, University of Nevada, Las Vegas

• Emily Lin, University of Nevada - Las Vegas