A Multi-level Analysis of the Factors Influencing Teachers'Participation in Professional Development from the International Perspective
Based on the TALIS2018 survey data,a multi-level data model was constructed to empirically explore the factorsinfluencing teachers'participation in professional development in the United States,the United Kingdom,and the United Arab Emirates.The research results indicate that at the teacher level,teachers'teaching efficacy,professional development effectiveness,and professional development barriers have a significant impact on their participation in professional development in the United States,the United Kingdom,and the United Arab Emirates.At the school level,school innovation cognition has a significant positive predictive effect on teachers'participation in professional development in the United States and the United Arab Emirates.The participation of principals in professional development has a significant positive predictive effect on teachers'participation in professional development in the UK and UAE.Therefore,we should pay more attention to teachers'teaching efficacy,design effective professional development activities,and reduce various barriers in professional development.At the same time,guiding principals to actively participate in professional development in order to create a school atmosphere that encourages innovation is a way to enhance the participation of teachers in professional development.
TALISteachers'participation in professional developmentteachers'variablesschools'variablesmulti-level analysis
万方数据
维普
