The Relationship between the Types of Professional Development Activities Teachers Participate in and Their Self-Efficacy: A Multi-Country Analysis

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

28

Teacher Surveys; Foreign Countries; Cross Cultural Studies; Comparative Analysis; Faculty Development; Teacher Participation; Teacher Attitudes; Self Efficacy; Teacher Characteristics; Institutional Characteristics; Secondary School Teachers

Australia; Brazil; Bulgaria; Chile; Croatia; Czech Republic; Denmark; Estonia; Finland; France; Israel; Italy; Japan; South Korea; Latvia; Malaysia; Mexico; Netherlands; Norway; Poland; Portugal; Serbia; Singapore; Slovakia; Spain; Sweden; United States; United Kingdom (England); Belgium; United Arab Emirates (Abu Dhabi); Canada; Romania

10.1080/02619768.2021.1892639

0261-9768
1469-5928

The purpose of this study is to investigate the relationship between professional development and teacher self-efficacy, exploring the extent to which various types, either job-embedded or traditional professional development activities, predict teachers' perceived self-efficacy while controlling for several teacher characteristics and school context variables. Data from 32 countries and regions were drawn from the 2013 cycle of the Teaching and Learning International Survey (TALIS). Each of these countries and regions was analysed individually, employing two-level hierarchical linear modelling (HLM). The results indicated that, in most countries, teachers who participated in job-embedded professional development activities, such as coaching or mentoring, teacher networks, and action research, were likely to have higher perceptions of self-efficacy. Meanwhile, traditional forms of professional development, such as seminars, conferences, courses, and workshops, only affected teachers' perceived self-efficacy in a few countries. The study's implications for international researchers, policymakers, and practitioners, as well as its limitations, are discussed.

As Provided

2023

EJ1380364