Impact of Professional Development Activities on Teacher Self-Efficacy: Evidence From the Teaching and Learning International Survey 2018

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Teacher Development

Abstract

Teaching is a learning profession. Teachers accumulate professional knowledge and refine their skill sets through daily work and professional development (PD) activities. This paper uses data from the Teaching and Learning International Survey 2018 (TALIS 2018) to assess the impact of various PD activities on teachers’ self-efficacy. The inverse probability of treatment weighting approach is used to reduce the self-selection bias in estimating the treatment effects of multiple PD activities. Preliminary findings based on data from TALIS 2013 suggest that reform types of PD activities that are collaborative and job-embedded in nature (e.g., teacher network and mentoring) are more effective than traditional PD activities (e.g., workshops and conferences) in enhancing teachers’ self-efficacy. Policy implications are discussed.

Author

• Yuan Zhang, American Institutes for Research