A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

Abstract

The purpose of this study is to use statistical evidence to better understand professional development impact and its causal determinants. The study creates a plausible structural equation model (SEM) and tests it. This study uses Abu Dhabi teacher's data drawn from the Teaching and Learning International Survey (TALIS) 2013. A sample of 4,941 teachers from public and private schools participated in the study. The proposed model represented the hypothesis that the latent variable impact of professional development is causally related to other latent variables related to school climate (job/work, school, teacher/ student, and attitude), feedback (appraisal, emphasis, and effect), environment, teacher's variables (beliefs and general), student's behavior, and perceived needs for professional development. Results show that professional development impacts are most influenced by feedback effect, school climate (attitude and teacher/student), and student behavior. In addition, variables such as school climate (school), feedback emphasis, and school climate (job/work) have significant effects but indirectly. Teaching in general shows a direct path (effect) to effects; it also shows an indirect effect (through the mediation of feedback effects). The perceived impact is affected also by teacher's gender and age group, and type of school (public or private). Results show that perceived needs, feedback appraisal, and teacher's beliefs do not affect professional development's perceived impact significantly. Teacher categories (gender and age) and school categories (public or private) had significant effects on teachers' attitude with regard to most constructs of professional development.Keywords professional development, impact of professional development, perceived needs of professional development, TALIS, Abu Dhabi

What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact

“…However, the present study has demonstrated how the teachers' perceptions-accurate or otherwise-of their own expertise affected their attitudes toward (and, therefore, the impact of) professional development. For more objective studies of teacher professional development in Abu Dhabi at the time this study was conducted, we refer readers to Badri et al (2017) and Von Oppell and Aldridge (2015).…”

Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

“…Teacher PD should also be balanced and coordinated with school evaluation and feedback systems. The perceived effect of PD, according to researchers, represents how carefully chosen programs are to respond to their perceived needs (Badri et al, 2017; Kennedy, 2016). Stoll et al (2012) stated that PD and practice focusing would significantly impact the students’ progress.…”

“…Perceived Impact (IM1–IM3) of PD was also investigated with the question from section E on the questionnaire, and the last section F questions also analyzed the Feedback Effect (FE1–FE3) on PD. Items used to measure the questionnaire were selected from the research by Badri et al (2017), Goe et al (2012), Saleem et al (2021), Shernoff et al (2018), and Tuytens and Devos (2017).…”

“…Subsequent research has indicated that any PD program that does not consider teachers’ needs might not be practical (Al Balushi, 2021; Noh et al, 2004). Badri et al (2017) also emphasized teachers’ dissatisfaction with the amount of time spent on in-service PD programs that did not meet their classroom needs. Hence, PD planners must incorporate what teachers need in PD programs.…”

Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education

“…Since the professional development program stems from an awareness of a need, effective assessment plays an important role in supporting learners and enhancing their ability to take on new responsibilities in other learning environments (Badri et al, 2017). Regarding the group learning component, Eraut (2004) describes three types of work activity in the professional development environment that give rise to the acquisition of knowledge and skill, namely participation in group activities (including team-work), working alongside others (and gaining a new perspective from colleagues), and tackling challenging tasks (which can increase confidence and problem-solving abilities).…”