Article detail · 2023
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis
- Year
- 2023
- Type
- article
Data source split
- YÖKSİS YÖKSİS article record
- YÖKSİS venue European Journal of Teacher Education
- Catalog match (ISSN) European Journal of Teacher Education
- OpenAlex OpenAlex enrichment (abstract, citations, topics)
Abstract
OpenAlex · English
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.
Topics
Citations
OpenAlex cited_by_count. Not a WoS or Scopus citation count; those sources have no separate column here.
59 citations
OpenAlex cited_by_count (cache / database)
27 publications in the local catalog that cite this work (OpenAlex reference match; not the full global list).
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- Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme 2025
- Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme 2025
- Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme 2025
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- Empowered to act: How leadership fosters teacher agency 2025