Exploring How Online Professional Development Affects Teachers' Self-Efficacy, Stress, and Burnout

• In Event: Digital Innovations in Teacher Professional Development

Abstract

Online professional development (PD) is increasingly common; however, little is known about how online PD affects learners’ well-being, and how PD should be designed to support learners’ well-being. Therefore, this multi-method study explored how supports provided to teachers within an online course affected teachers’ self-efficacy, burnout, and stress. Quantitative analyses revealed that teachers who did not receive conferences with instructors or reflective writing opportunities became less self-efficacious and more emotionally exhausted than the control group. Qualitative analyses revealed that teachers tended to fixate on challenges. Conferences and reflective writing provided emotional outlets and opportunities for feedback and discourse, which may have protected of teachers’ well-being. Implications for the design of future PD will be discussed.

Authors

• Amy Roberts, Buffett Early Childhood Institute

• Jennifer LoCasale-Crouch, University of Virginia

• Bridget Kathleen Hamre, University of Virginia

• Faiza M. Jamil, Clemson University