The Effects of Different Types of Teachers' Professional Development on Job Satisfaction in Cross-Cultural Context: The Role of Self-Efficacy

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-1 - Investigations of and by Teachers About Their Learning in Cross-Cultural Contexts

Abstract

This study examined the effects of two types of teacher professional development on job satisfaction in both U.S.A and South Korea by employing a multiple group analysis. In addition, we examined the mediational role of teachers’ self-efficacy on the association between the professional development and job satisfaction. Results showed the formal and informal professional development experiences were associated with increased levels of self-efficacy, which in turn, were associated with increased levels of job satisfaction across samples from both USA and South Korea. Given the evidence of the significant group difference in multigroup analyses, we will further examine the difference of magnitude for each path across two countries.

Authors

• Song Jung, Seoul Educational Research & Information Institute

• Shinyoung Jeon, University of Oklahoma

• Lieny Jeon, Johns Hopkins University

• Timothy G. Ford, University of Oklahoma