Teacher Value Beliefs for Professional Learning: Development and Associations with Enjoyment, Effectiveness, and Engagement

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Advancing In-Service Professional Development for Teacher Socio-emotional Competencies

Abstract

This study draws on survey and interview data associated with a sample of middle and high school teachers who participated in a professional learning initiative that used peer coaching to support teachers in bringing creative, challenging, and culturally relevant curricular units to their classrooms. The analysis examined the association between teachers’ perceived valuing of the professional learning experience and their reports of change in professional enjoyment, effectiveness, and engagement. Results indicate that teachers who viewed professional learning as more valuable through the program reported greater instructional effectiveness, more enjoyment in teaching, and increased engagement in sharing their experiences and encouraging colleagues to participate, after accounting for initial attitudes and years of experience. Limitations and policy implications are discussed.

Authors

• Nayssan Safavian, University of California - Irvine

• Catherine Bitter, American Institutes for Research

• Jingtong Pan, American Institutes for Research

• Molly E. Cain, American Institutes for Research

• Katherine Laird, American Institutes for Research

• Deborah Rodriguez, American Institutes for Research

• Ayele Shakur, Campus Without Walls