Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 10 (2025)

Professional Development and Level of Satisfaction as Perceived by Teachers

Realiza Abrio | Larry Labay

Discipline: others in psychology

 

Abstract:

The purpose of this study was to find out how teachers felt about ongoing professional development in connection with their resilience, relationships with other teachers, and leadership effectiveness. The Fullen theory of professional growth served as the foundation for this investigation. In an engaging learning environment with complexity and constant change, professional development was defined as an ongoing education focused on the teacher's pursuit and experience of both formal and informal learning. The results showed that teachers place a high priority on continuing professional development (CPD) to improve their professional efficacy, flexibility, and leadership abilities. According to the high evaluations, professional development is essential for building strong bonds with fellow educators and enhancing resilience. Teachers understand that continual training enables them to cultivate critical character characteristics, create fruitful teaching connections, discover their potential, and successfully accept responsibilities that are allocated to them. The educators exhibit a high degree of satisfaction with their professional growth, especially in terms of encouraging collaboration and trust among peers. These components were acknowledged as being crucial for professional development and fostering a cooperative and encouraging learning environment in schools that improves overall institutional success. It is highly recommended that schools and educational institutions implement structured professional development programs that emphasize trust-building and collaboration among teachers. Regular team-building activities, mentorship programs, and workshops focused on effective communication and teamwork should be integrated into professional development initiatives. Schools may establish a more encouraging work environment and eventually improve teacher satisfaction, professional development, and institutional success by cultivating a culture of trust and collaboration.



References:

  1. Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y. & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034–1037.
  2. Amendum, S. J., Knotek, S. E., Sánchez, M. & Malone, P. (2018). Improving young English learners’ language and literacy skills through teacher professional development: A randomized controlled trial. American Educational Research Journal, 55(1), 117–143. Biggart, A. (2015). Quest: Evaluation Report and Executive Summary. Education Endowment Foundation.
  3. Ansari, A. & Pianta, R. C. (2018). Effects of an early childhood educator coaching intervention on preschoolers: The role of classroom age composition. Early Childhood Research Quarterly, 44, 101–113.
  4. Arens, S. A., Stoker, G., Barker, J., Shebby, S., Wang, X., Cicchinelli, L. F. & Williams, J. M. (2012). Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region Final Report (NCEE 2012–4013). National Center for Education Evaluation and Regional Assistance.
  5. Argentin, G., Pennisi, A., Vidoni, D., Abbiati, G. & Caputo, A. (2014). Trying to raise (low) math achievement and to promote (rigorous) policy evaluation in Italy: Evidence from a large-scale randomized trial. Evaluation review, 38(2), 99–132.
  6. Arteaga, I., Thornburg, K., Darolia, R. & Hawks, J. (2019). Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks. Evaluation review, 43(1-2), 41–76.
  7. August, D., Branum-Martin, L., Cárdenas-Hagan, E., Francis, D. J., Powell, J., Moore, S. & Haynes, E. F. (2014). Helping ELLs meet the Common Core State Standards for literacy in science: The impact of an instructional intervention focused on academic language. Journal of Research on Educational Effectiveness, 7(1), 54–82. Babinski, L. M.,
  8. Boardman, A. G., Klingner, J. K., Buckley, P., Annamma, S. & Lasser, C. J. (2015). The efficacy of Collaborative Strategic Reading in middle school science and social studies classes. Reading and Writing, 28(9), 1257–1283.
  9. Bos, J. M., Sanchez, R. C., Tseng, F., Rayyes, N., Ortiz, L. & Sinicrope, C. (2012). Evaluation of Quality Teaching for English Learners (QTEL) Professional Development. Final Report (NCEE 2012–4005). National Center for Education Evaluation and Regional Assistance.
  10. Brendefur, J., Strother, S., Thiede, K., Lane, C. & Surges-Prokop, M. J. (2013). A professional development program to improve math skills among preschool children in Head Start. Early Childhood Education Journal, 41(3), 187–195.
  11. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey Bass.
  12. Campbell, P. F. & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430-454.
  13. Chung, C. (2019). Effects of a Universal Classroom Management Teacher Training Program on Elementary Children with Aggressive Behaviors. School Psychology, 35(2), 128-136.
  14. Clements, D. H., Sarama, J., Wolfe, C. B. & Spitler, M. E. (2013). Longitudinal evaluation of a scaleup model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year. American Educational Research Journal, 50(4), 812–850.
  15.  Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C. & Underwood, P. (2007). Algorithm-guided individualized reading instruction. Science, 315(5811), 464.
  16. Cordray, D., Pion, G., Brandt, C., Molefe, A. & Toby, M. (2012). The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report (NCEE 2013–4000). National Center for Education Evaluation and Regional Assistance.
  17. Correnti, R., Matsumura, L. C., Walsh, M., Zook‐Howell, D., Bickel, D. D. & Yu, B. (2020). Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise. Reading Research Quarterly. https://doi.org/10.1002/rrq.317
  18. Culliney, M., Moore, N., Coldwell, M. & Demack, S. (2019). Integrating English: Evaluation Report. Education Endowment Foundation.
  19. DeCesare, D., McClelland, A. & Randel, B. (2017). Impacts of the Retired Mentors for New Teachers Program (REL 2017-225). Regional Educational Laboratory Central. Dix, K., Hollingsworth, H., & Carslake, T. (2018). Thinking Maths: Learning impact fund evaluation report: evaluation report and executive summary. Social Ventures Australia.
  20. Deiana, M. A. (2017). Research Report: Hidden Costs of Being a Female Academic. Retrieved from https://www.qub.ac.uk/
  21. Dolfin, S., Richman, S., Choi, J., Streke, A., DeSaw, C., Demers, A., & Poznyak, D., & Mathematica (2019). Evaluation of the Teacher Potential Project. Mathematica Policy Research.
  22. Engelstad, A. M., Holingue, C., & Landa, R. J. (2020). Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder. Perspectives of the ASHA Special Interest Groups, 5(3), 582-601.
  23. eyers, C. V., Molefe, A., Brandt, W. C., Zhu, B., & Dhillon, S. (2016). Impact results of the eMINTS professional development validation study. Educational Evaluation and Policy Analysis, 38(3), 455–476.
  24. Falkner, K., Szabo, C., Michell, D., Szorenyi, A., & Thyer, S. (2015). Gender Gap in Academia: Perceptions of Female Computer Science Academics. ITiCSE ’15: Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 111-116). https://doi.org/10.1145/2729094.2742595
  25.  Finkelstein, N., Hanson, T., Huang, C. W., Hirschman, B., & Huang, M. (2010). Effects of Problem Based Economics on High School Economics Instruction Final Report (NCEE 2010– 4002). National Center for Education Evaluation and Regional Assistance.
  26. Foliano, F., Rolfe, H., Buzzeo, J., Runge, J. & Wilkinson, D. (2019). Changing mindsets: Effectiveness trial. Education Endowment Foundation.
  27. Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H. S., Doolittle, F., Zhu, P., & Sztejnberg, L. (2008). The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement (NCEE 2008- 4030). National Center for Education Evaluation and Regional Assistance.
  28. Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on Mathematical Knowledge: The Impact of ContentIntensive Teacher Professional Development (NCEE 2016-4010). National Center for Education Evaluation and Regional Assistance.
  29. Gerde, H. K., Duke, N. K., Moses, A. M., Spybrook, J., & Shedd, M. K. (2014). How much for whom? Lessons from an efficacy study of modest professional development for child care providers. Early Education and Development, 25(3), 421-441.
  30. Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010). Teacher study group: Impact of the professional development model on reading instruction and student outcomes in first grade classrooms. American Educational Research Journal, 47(3), 694-739.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic