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.

摘要

本研究的目的是调查专业发展与教师自我效能感之间的关系，探索各种类型的工作嵌入或传统专业发展活动在多大程度上预测教师的自我效能感，同时控制几个教师特征和学校环境变量。来自 32 个国家和地区的数据来自 2013 年周期的国际教与学调查 (TALIS)。这些国家和地区中的每一个都被单独分析，采用两级层次线性模型 (HLM)。结果表明，在大多数国家，参加过以工作为基础的专业发展活动的教师，如辅导或指导、教师网络和行动研究，可能对自我效能有更高的看法。与此同时，传统的专业发展形式，如研讨会、会议、课程和讲习班，只影响了少数几个国家教师的自我效能感。讨论了该研究对国际研究人员、决策者和从业者的影响及其局限性。