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

Autor/inn/en	Gümüs, Emine; Bellibas, Mehmet Sükrü
Titel	The Relationship between the Types of Professional Development Activities Teachers Participate in and Their Self-Efficacy: A Multi-Country Analysis
Quelle	In: European Journal of Teacher Education, 46 (2023) 1, S.67-94 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gümüs, Emine) ORCID (Bellibas, Mehmet Sükrü)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1892639
Schlagwörter	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; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Australien; Brasilien; Bulgarien; Kroatien; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Italien; Korea; Republik; Lettland; Mexiko; Niederlande; Norwegen; Polen; Serbien; Singapur; Slowakei; Spanien; Schweden; USA; Belgien; Kanada; Rumänien
Abstract	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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01