Journal directory listing - Volume 67 (2022) - Journal of Research in Education Sciences【67(1)】March
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Why Are Teacher Professional Development Activities Ineffective? An Investigation of the Results of the TALIS 2018 Survey of Taiwan Junior High School Teachers
Author: Jia-Li Huang (Institute of Teacher Education, Faculty of Education, Beijing Normal University), Chuan-Chung Hsieh (Department of Education and Learning Technology, National Tsing Hua University)
Vol.&No.：Vol. 67, No. 1
Date：March 2022
Pages：1-32
DOI：https://doi.org/10.6209/JORIES.202203_67(1).0001
Abstract：
Taiwan participated in the Teaching and Learning International Survey (TALIS) in 2018. The survey results related to teacher professional development contradict academic research for several survey items. The aim of this study was to investigate the factors that might explain the contradictory results regarding teachers’ personal and school environments. The study examined secondary data from TALIS by using logistic regression analysis. The findings are as follows: (1) teachers are less likely to agree to follow-up activities and extended professional development due to their busy work schedules, their family responsibilities, and a lack of incentives; (2) the stronger teachers’ beliefs in student-oriented teaching are, the more they recognize the effectiveness of professional development activities; (3) job satisfaction is related to teachers’ perceptions of the effectiveness of professional development; (4) the more supportive a school environment is of teaching innovation, the more teachers recognize the characteristics of effective professional development; and (5) the types and characteristics of professional development activities are significantly different. The study provides suggestions for implementing effective teacher professional development.
Keywords：job satisfaction, effective teacher professional development, self-efficacy, teaching beliefs, Teaching and Learning International Survey (TALIS)
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References：
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