ERIC Number: EJ1235145
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Professional Development and Teacher Efficacy: Evidence from the 2013 TALIS
Using the 2013 Teaching and Learning International Survey (TALIS) data, this study explored the relationship between professional development (PD) and teacher efficacy. In particular, the analysis focused on how 4 aspects of PD (format, content, duration, and quality) are statistically related to the overall as well as the 3 subscales of teacher efficacy in classroom management, instruction, and student engagement. This study found PD programs (a) in the formats that promoted job-embedded, inquiry-oriented, and collaborative learning and (b) that offered contents for curriculum, instructional skills, school management, and technology were statistically correlated with the overall as well as the subscales of teacher efficacy in a positive way. As for PD duration and quality, this study found the length of PD and teacher-perceived quality of PD were positively associated with some of the 4 teacher efficacy variables.
Descriptors: Faculty Development, Teacher Effectiveness, Course Content, Time, Educational Quality, Design, Curriculum Design, Experiential Learning, Inquiry, Cooperative Learning, Teaching Skills, Educational Administration, Educational Technology, Correlation, Classroom Techniques, Learner Engagement, Instruction, Foreign Countries, Secondary Education, Principals, Teachers
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teaching and Learning International Survey (NCES)
Grant or Contract Numbers: N/A