The Effects of Professional Development Experience on Teacher Self-Efficacy: Analysis of an International Dataset Using Bayesian Multilevel Models

Autor/in	Yang, Hyunwoo
Titel	The Effects of Professional Development Experience on Teacher Self-Efficacy: Analysis of an International Dataset Using Bayesian Multilevel Models
Quelle	In: Professional Development in Education, 46 (2020) 5, S.797-811 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1643393
Schlagwörter	Faculty Development; Self Efficacy; Teacher Effectiveness; Program Effectiveness; Rural Urban Differences; Teacher Characteristics; Institutional Characteristics; Teaching Methods; Middle School Teachers; Teacher Competencies; Classroom Techniques; Teaching Skills; Inservice Teacher Education; Teacher Attitudes; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Stadt-Land-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerfortbildung; Lehrerverhalten
Abstract	This research investigates the relationship between professional development experience and teacher self-efficacy in the United States, using an international dataset, TALIS: 2013. Based on social cognitive theories and adult learning theories, this research hypothesizes that teacher self-efficacy can be enhanced by learning experience by participating in PD. To analyze the data, Bayesian Hierarchical Linear Modeling is used with a prior distribution derived from the results of analysis of international dataset. This study finds that more PD experience was significantly associated with an increased teacher self-efficacy, even after controlling for important individual and school-level characteristics. However, these associations do not hold for the most common types of PD, such as courses/workshops and conferences/seminars. In addition, rural school teachers are more likely to benefits from PD than teachers in large cities. Finally, factors of effective PD and policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01