What Factors Influence Elementary, Middle, and High School Teachers’ Continuous Professional Development? Focusing on the JD-JR Model

Conference: The European Conference on Education (ECE2022)
Title: What Factors Influence Elementary, Middle, and High School Teachers’ Continuous Professional Development? Focusing on the JD-JR Model
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Poster Presentation
Authors:
Hae-Deok Song, Chung-Ang University, South Korea
Seung Gyeong Jang, Chung-Ang University, South Korea

Abstract:

Continuous professional development (CPD) of teachers is very important in providing education of good quality through the personal commitment of teachers, but such efforts of teachers cannot be taken for granted. In particular, the faculty perception of teaching support and the innovative teaching behavior with ICT due to the expansion of non-face-to-face learning stimulates teachers to do CPD. The purpose of this study was to explore the structural relationships among teachers' job demand (innovative teaching behavior with ICT), job resource (the faculty perception of teaching support), motivation (engagement), strain (burnout), and outcomes (CPD). Also, it was a model-building research study that attempts to prepare basic data to activate the professional development of teachers by exploring paths.
A survey was conducted targeting 639 elementary, middle, and high school teachers in Korea. Survey tools using a 5-point Likert scale were used. Means of confirmatory factor analysis and structural equation modeling (SEM) statistical analysis were performed.
First, innovative teaching behavior with ICT had a negative effect on teacher engagement, and faculty perception of teaching support had a positive effect on teacher engagement and a negative effect on burnout. Second, the higher the level of CPD in the JD-JR relationship, the lower the burnout and the higher the engagement, and the influence is different, and the statistical significance is also recognized. Therefore, by verifying the mediating effect of immersion and exhaustion in CPD, it is necessary to increase institutional support for teachers and to enable ICT class innovation behavior to be self-directed.



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