There is no generally accepted model for the continuous professional development of teachers (CPD). Different education policies in different countries reflect the implementation of different practices, although the goal is the same: to improve the quality of education. The reasonable goal of this study is to contribute with an editable and…

The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research…

Throughout the world, educational leaders are pushing for a movement away from teacher-directed learning to engaging students in student-driven learning. Project-based learning (PBL) has been adopted as an instructional approach that promotes student inquiry and cognitive growth. At the national level, Taiwan has launched a curriculum reform to…

This study aims to assess and examine secondary school teachers' perceptions of school climate and job satisfaction in five diverse countries: Japan, Korea, Finland, the United States of America (USA), and Australia. It explores the impact of school climate on teachers' job satisfaction, a pivotal factor influencing teacher retention, mobility,…

In this study, the teacher questionnaire included in the TALIS 2018 Turkey application was used. It was aimed to investigate the relationships between the sub-dimensions of teacher professional development and teacher self-efficacy scales in the questionnaire. The sub-dimensions of the teacher self-efficacy scale were grouped into three…

This quantitative study investigates the effect of instructional and distributed leadership practiced by school principals on teacher professional development in schools in Jakarta. The study also explores the causal-relation between instructional and distributed leadership. Stratified sampling was used by dividing schools in Jakarta into strata…

Of the teachers who leave the profession, about half of them are dissatisfied with the school they work at. Teachers' school environment can have both supportive and adverse effects on their satisfaction with school and teaching in general. Yet this relationship might be different for the Nordic countries than for other European countries as the…

This study is framed within Norton's notion of 'investment' to explore the factors influencing teachers' reasons and decisions to participate in continuing professional development (CPD) activities. Data were collected from 522 junior high school teachers in the Central region of Ghana using a survey and in-depth interviews. The findings reveal…

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…

Teacher shortages and attrition are problems of international concern. One of the most frequent reasons for teachers leaving the profession is a lack of job satisfaction. Accordingly, in this study we have adopted a causal inference machine learning approach to identify practical interventions for improving overall levels of job satisfaction. We…

The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is based on survey data collected from 327 teachers…

In this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including 3,204 primary school teachers, 3,952…

In the first years of a teaching career, teachers experience high levels of distress, and the attrition rate appears to be high. Early-career teachers do not always feel well prepared for their job and feel insufficient support during their first experiences as a teacher. Induction programs, professional development, and school support could equip…

In this article, competencies of teachers for an age of migration where students with refugee and migration background are part of many classrooms are tied to the question why a current reform in initial teacher education failed to adjust to an urgent need. The country under scrutiny for this case-study is Austria. The focus is on the curricula of…

Studies confirm that professional development at the school base through the teachers' collaboration is the most result-oriented outcome among the alternative ways of teachers' professional development. One of the declared goals of the centralized system of teachers' professional development and performance assessment operating in Georgia is to…