ABSTRACT

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.

摘要

本研究使用2013年国际教与学调查（TALIS）数据，探索了专业发展（PD）与教师效能之间的关系。尤其是，分析着重于PD的4个方面（格式，内容，持续时间和质量）如何与总体以及在课堂管理，教学和学生参与度方面的3个子效能量表在统计学上相关。这项研究发现，PD计划（a）以促进职业嵌入，探究性学习和协作学习的格式，以及（b）提供课程，教学技能，学校管理和技术内容的内容与总体上也具有统计相关性作为积极效果的教师效能量表。至于PD的持续时间和质量，