The Relationship Between Teachers' Participation in Professional Development Activities and Their Self-Efficacy

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Exploring Practices and Outcomes Related to Professional Development Schools

Abstract

This study aims to reveal the relationship between specific types of professional development activities and teacher self-efficacy by using a comprehensive quantitative data set (the Teaching and Learning International Survey-TALIS) that includes 32 countries. Hierarchical linear modeling (HLM) was employed to analyze the dataset. The results of the study support the general notion that the teacher professional development makes a difference especially when it focus on individuals needs and classroom practices of teachers through mentoring, coaching and action research.

Authors

• Emine Gumus, Aarhus University

• Mehmet Sukru Bellibas, Adiyaman University