Professional Development Measuring the Relationship among Professional Development Activities, Teacher Leadership, and Life Satisfaction
Professional Development Activities
DOI:
https://doi.org/10.22555/joeed.v10i1.757Keywords:
Professional development, amount of learning activities, effect of development activities, teacher leadershipAbstract
The aim of this study was to compare the number of Professional Development (PD) activities the teachers attended, compare them by demographic variables, and investigate the relationship between these activities and teacher leadership and life satisfaction. The study sample was determined by the simple random sampling method and consisted of 821 teachers working in various provinces in Turkey. The results of the study are summarized as follows: A significant weak positive correlation was found between the teachers' beliefs regarding the function and importance of PD activities and the total number of PD activities they attended in 2020. It was found that the teachers' monthly income and the PD activities they attended per week and per year had a significant positive effect on their leadership behavior and that the leadership behaviors of teachers had a significant positive effect on their life satisfaction.
References
Ainley, J., & Carstens, R. (2018). Teaching and learning international survey (TALIS) 2018 conceptual framework.
Andrews, F. M., & Withey, S. B. (2012). Social indicators of well-being: Americans' perceptions of life quality. Springer Science & Business Media.
Chai, C. S., & Tan, S. C. (2009). Professional development of teachers for computer-supported collaborative learning: A knowledge-building approach. Teachers College Record, 111(5), 1296-1327.
Choy, W. K., & Chua, P. M. (2019). Professional development. School Leadership and Educational Change in Singapore (pp. 69-86). Springer, Cham.
Coenders, F., & Verhoef, N. (2019). Lesson Study: Professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.doi: 10.1080/19415257.2018.1430050.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. ASCD.
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.doi: 10.3102/0013189X034003003.
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423-443.doi: 10.1080/03054980701450746.
Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into Practice, 56(1), 3-12.doi: 10.1080/00405841.2016.1241947.
Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1),91-105.doi: 10.1080/02619768.2013.763791.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). PA: McGraw-Hill.
Frost, D. (2012). From professional development to system change: Teacher leadership and innovation. Professional Development in Education, 38(2), 205-227. doi:10.1080/19415257.2012.657861.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & ve Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. doi:10.3102/00028312038004915
Gokmenoglu, T., Clark, C. M., & Kiraz, E. (2016). Professional development needs of Turkish teachers in an era of national reforms. Australian Journal of Teacher Education (Online), 41(1),113-125.
Green, A. M., & Muñoz, M. A. (2016). Predictors of new teacher satisfaction in urban schools: Effects of personal characteristics, general job facets, and teacher-specific job facets. Journal of School Leadership, 26(1), 92–123. doi:10.1177/105268461602600104.
Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession. Teaching and Teacher Education, 2(1), 1-7.
Guskey, T. R. (2003). Analyzing the lists of characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4–20. doi:10.1177/019263650308763702.
Hickey, W. D., & Harris, S. (2005). Improved professional development through teacher leadership. The Rural Educator, 26(2), 12-16. doi:10.35608/ruraled.v26i2.511.
Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487. doi:10.3102/0013189X13512674.
Hunzicker, J. (2018). Teacher leadership in professional development schools: A definition, brief history, and call for further study. In Hunzicker, J. (Ed.) Teacher Leadership in Professional Development Schools, 19-37. Emerald Publishing Limited, Bingley. doi:10.1108/978-1-78743-403-520181002
Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Professional Development for Teachers and School Leaders, 13(10). 1-28. https://epaa.asu.ed/ojs/article/view/115/241.
Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, 27 (1), 109–157. doi: 10.3102/0091732X027001109.
Li, Y. (2016). Is teacher professional development an effective way to mitigate teachers' gender differences in technology? Result from a statewide teacher professional development program. Journal of Education and Training Studies, 4(2), 21-26. doi: 10.11114/jets.v4i2.1124.
Lu, M., Loyalka, P., Shi, Y., Chang, F., Liu, C., & Rozelle, S. (2019). The impact of teacher professional development programs on student achievement in rural China: Evidence from Shaanxi Province. Journal of Development Effectiveness, 11(2), 105-131. doi:10.1080/19439342.2019.1624594
Massari, G. A. (2015). Key factors of preschool and primary school teachers job satisfaction. Ped. Acta, 5 (1), 27-40. c http://padi.psiedu.ubbcluj.ro/pedacta/article_5_1_4.pdf.
Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131. https://apiar.org.au/wp-content/uploads/2017/02/13_APJCECT_Feb_BRR798_EDU-126-131.pdf
Morgan, D. N., Bates, C. C., Aker, L. D., Dawson, J., Doswell, B. D., Lancaster, P., ... & Williams, J. L. (2019). Coaching and professional learning: Looking for inspiration. The Reading Teacher, 73(3), 385-389. doi: 10.1002/trtr.1859.
Neugarten, B. L., Havighurst, R. J., & Tobin, S. S. (1961). The measurement of life satisfaction. Journal of Gerontology, 16, 134–143. doi:10.1093/geronj/16.2.134
Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership (2003–2017). Journal of Educational Administration, 58(1), 60-80. doi:10.1108/JEA-02-2018-0023
Özdemir, S. M. (2013). Exploring the Turkish teachers' professional development experiences and their needs for professional development. Online Submission, 3(4), 250-264. doi: 10.13054/mije.13.56.3.4..
Palermo, C., & Thomson, M. M. (2019). Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values. Teacher Development, 23(2), 192-212. doi: 10.1080/13664530.2018.1536612.
Petrie, K., & McGee, C. (2012). Teacher Professional Development: Who is the learner?. Australian Journal of Teacher Education, 37(2), 59-72. doi:10.14221/ajte.2012v37n2.7
Rahimi, M., & Weisi, H. (2018). The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education, 5(1), 1-15. doi: 10.1080/2331186X.2018.1480340.
Rahimi, M., & Weisi, H. (2018). The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception. Cogent Education, 5(1), 1-15. doi: 10.1080/2331186X.2018.1480340.
Sak, R. (2018). Gender differences in Turkish early childhood teachers’ job satisfaction, job burnout and organizational cynicism. Early Childhood Education Journal, 46(6), 643-653. doi: 10.1007/s10643-018-0895-9.
Santos, D., & Miguel, L. (2019). The relationship between teachers' beliefs, teachers' behaviors, and teachers' professional development: A literature review. International Journal of Education and Practice, 7(1), 10-18. doi: 10.18488/journal.61.2019.71.10.18.
Shin, D. C., & Johnson, D. M. (1978). Avowed happiness as an overall assessment of the quality of life. Social Indicators Research, 5(1), 475-492. doi: 10.1007/BF00352944.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement, 32(1), 47-63. doi: 10.1080/09243453.2020.1772841.
Sims, S., & Jerrim, J. (2020). TALIS 2018: Teacher Working Conditions, Turnover and Attrition. Statistical Working Paper. UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK
Song, K. O., Hur, E. J., & Kwon, B. Y. (2018). Does high-quality professional development make a difference? Evidence from TIMSS. Compare: A Journal of Comparative and International Education, 48(6), 954-972. doi:10.1080/03057925.2017.137333
Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245. doi: 10.1086/605771
Van-Veen, K., Zwart, R., & Meirink, J. (2012). What makes teacher professional development effective. Teacher learning that matters: International perspectives, 3-21.Routledge. doi: 10.4324/9780203805879.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. issues & answers. rel 2007-no. 033. Regional Educational Laboratory Southwest (NJ1). https://files.eric.ed.gov/fulltext/ED498548.pdf.
Yurtseven-Yilmaz, H., & Sever, S. (2021). A professional development analysis for Turkish language teachers: What did they expect? What have they found? Journal of Pedagogical Research, 5(1), 88-113. doi: 10.33902/JPR.2021067243.
Zawilinski, L., Shattuck, J., & Hansen, D. (2020). Professional development to promote active learning in the flipped classroom: A faculty perspective. College Teaching, 68(2), 87-102. doi:10.1080/87567555.2020.1753643.
Zhang, M., Parker, J., Koehler, M. J., & Eberhardt, J. (2015). Understanding inservice science teachers’ needs for professional development. Journal of Science Teacher Education, 26(5), 471-496. doi: 10.1007/s10972-015-9433-4.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Journal of Education and Educational Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
