The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis

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.

KEYWORDS:

• Coaching
• mentoring
• professional development
• self-efficacy
• the Teaching and Learning International Survey (TALIS)

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Emine Gümüş

Dr. Emine Gümüş is an associate professor and currently working as guest researcher at Aarhus University, Denmark. Her research interest focuses on leadership, professional development of school principals and teachers, and multicultural education.

Dr. Mehmet Şükrü Bellibaş is an associate professor in the Department of Educational Sciences at Adıyaman University, Turkey. His main research interest is comparative and international educational leadership in K–12 settings and aims to provide an understanding of how various leadership types might influence teacher behaviours, professional learning and practices, as well as student learning outcomes.