Patterns of Teachers' Engagement in Professional Development and Their Relations to Their Self-Efficacy and Satisfaction

• In Event: Division K Section 1 Poster Session: Teaching, Teacher Education, and Professional Development in the Content Areas

Abstract

Research supports that teachers’ participation in professional development (PD) programs impact their teaching practices and experiences. However, there is a lack of research examining individual differences among teachers when it comes to their engagement in various PD programs. To address this research gap, this study adopted a person-centered approach and compared mean differences in teacher self-efficacy and job satisfaction among different groups of teachers. Using TALIS 2018 USA teacher survey dataset, we identified five latent classes based on their PD participation and found that these classes were closely linked with teacher self-efficacy and job satisfaction. Our findings provide an initial evidence on the dynamic patterns of teachers’ PD experience and their relations to various beliefs that teachers hold.

Authors

• Iksang Yoon, The Ohio State University

• Minjung Kim, The Ohio State University