Analysis of Factors Affecting Teachers’ Professional Development Processes in Tehran
Keywords:
Professional development, perceived need, teachers' attitudes, feedbackAbstract
The purpose of the present study was to analyze the factors affecting the professional development processes of teachers in Tehran. The research method was correlational. The data collection instrument was a researcher-made questionnaire, which was distributed among 250 elementary school teachers in Tehran and subsequently evaluated. The relationships between variables were examined using the structural equation modeling (SEM) method. Data analysis was conducted with SPSS version 28 and Smart PLS version 3. The fit indices indicated that the research model had an acceptable level of goodness-of-fit, and the predictor variables were able to explain 47% of the variance of perceived professional development impact. The findings showed that the predictor variable of teachers’ approaches, beliefs, and attitudes had both a direct effect (p < .001, β = .25) and an indirect effect through the mediating role of perceived need for professional development (p < .001, β = .168) and feedback effect (p = .014, β = .042) on the perceived impact of professional development. The predictor variable of school climate and policies influenced the perceived professional development impact only indirectly through the mediating role of perceived need for professional development (p = .005, β = .042) and feedback effect (p = .007, β = .044) (p < .05). Based on the obtained findings, the direct effects of the variables of teachers’ approaches, beliefs, and attitudes, perceived need for professional development, and feedback effect on the perceived professional development impact of teachers were confirmed.
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