Linking Professional Development to Teachers' Job Satisfaction, Self-Efficacy, and Instructional Practice: Evidence From the Teaching and Learning International Survey 2018

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Small-Scale and Big Data Studies of the Effects of Professional Development on Teacher Practice

Abstract

Drawing on data about 153,682 teachers nested in 9248 schools within 45 counties/regions from the 2018 Teaching and Learning International Survey (TALIS), this study tests the statistical correlations between teachers’ participation in professional development programs (PD) and their job satisfaction, self-efficacy, and instructional practices. The research findings suggest that when teachers joined PD, they were more likely to be satisfied, possessing higher sense of self-efficac, and employing better instructional practices. Using statistically testified evidence, this study can shed light on the complex relationships between PD and teacher changes. The correlation coefficients as revealed by this study can also serve as a reference for the making of national and international policies aimed at using PD to improve teachers.

Authors

• Wei Liao, Beijing Normal University

• Yan Liu, University of North Carolina - Wilmington