The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools
(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leader...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/4/285 |
| _version_ | 1797446773671723008 |
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| author | Anat Hilel Antonia Ramírez-García |
| author_facet | Anat Hilel Antonia Ramírez-García |
| author_sort | Anat Hilel |
| collection | DOAJ |
| description | (1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants’ TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41–0.64; <i>p</i> < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; <i>p</i> = 0.003). Higher TPD levels were predicted by perceptions of the principal’s transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R<sup>2</sup> = 0.50; <i>p</i> < 0.001). Conclusions: The present study attests to the importance of the school principal’s leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity. |
| first_indexed | 2024-03-09T13:45:23Z |
| format | Article |
| id | doaj.art-9b4e5e7b774146f9ae76bfb439a10077 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T13:45:23Z |
| publishDate | 2022-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9b4e5e7b774146f9ae76bfb439a100772023-11-30T21:01:15ZengMDPI AGEducation Sciences2227-71022022-04-0112428510.3390/educsci12040285The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli SchoolsAnat Hilel0Antonia Ramírez-García1Education Sciences Department, University of Cordoba, 14014 Cordoba, SpainEducation Sciences Department, University of Cordoba, 14014 Cordoba, Spain(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants’ TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41–0.64; <i>p</i> < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; <i>p</i> = 0.003). Higher TPD levels were predicted by perceptions of the principal’s transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R<sup>2</sup> = 0.50; <i>p</i> < 0.001). Conclusions: The present study attests to the importance of the school principal’s leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity.https://www.mdpi.com/2227-7102/12/4/285professional learning communityself-efficacyprofessional identityteacher professional development |
| spellingShingle | Anat Hilel Antonia Ramírez-García The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools Education Sciences professional learning community self-efficacy professional identity teacher professional development |
| title | The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools |
| title_full | The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools |
| title_fullStr | The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools |
| title_full_unstemmed | The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools |
| title_short | The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools |
| title_sort | relationship between professional environmental factors and teacher professional development in israeli schools |
| topic | professional learning community self-efficacy professional identity teacher professional development |
| url | https://www.mdpi.com/2227-7102/12/4/285 |
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