Factors Affecting the Effectiveness of Teacher Professional Development in Schools under the Office of Secondary Educational Service Area 30
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Abstract
The objectives of this research aimed to 1) explore the level of the effectiveness of teacher professional
development and factors affecting the effectiveness of teacher professional development in schools under the
office of secondary educational service area 30 2) investigate the congruence of structure equation model and
examine direct, indirect, and total effect of the effectiveness of teacher professional development. Research
sample were 760 teachers using the stratified random sampling. Research instrument was 5 rating scale
questionnaires with reliability of 0.95. Data were analyzed in the forms of descriptive statistics and inferential
statistics. The results were as follows;
1. The overall effectiveness of teacher professional development in schools was in high level. Considering
each aspect, ranking in order: authentic assessment, teaching in specific curriculum, job embedded professional
development, and student learning needs. The overall factors affecting the effectiveness of teacher
professional development in schools were in high level. Considering each aspect, ranking in order: continuing
professional development, self-efficacy, and teaching skills.
2. The structural equation model of the effectiveness of teacher professional development, developed
by the researcher, was fit empirical data. There were standardized at = 68.651, df = 51,
/df = 1.346,
CFI= .997, TLI = .995, RMSEA = .022, SRMR = .018. There, in decreasing order of frequency, were significantly
difference at .01 of all 3 factors; self-efficacy had highest total influence of 0.73, continuing professional
development had total influence of 0.32, and teaching skills had total influence of 0.23.
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