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A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

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Listed:
  • Masood Badri
  • Ali Alnuaimi
  • Guang Yang
  • Asma Al Rashidi
  • Rabaa Al Sumaiti

Abstract

The purpose of this study is to use statistical evidence to better understand professional development impact and its causal determinants. The study creates a plausible structural equation model (SEM) and tests it. This study uses Abu Dhabi teacher’s data drawn from the Teaching and Learning International Survey (TALIS) 2013. A sample of 4,941 teachers from public and private schools participated in the study. The proposed model represented the hypothesis that the latent variable impact of professional development is causally related to other latent variables related to school climate (job/work, school, teacher/student, and attitude), feedback (appraisal, emphasis, and effect), environment, teacher’s variables (beliefs and general), student’s behavior, and perceived needs for professional development. Results show that professional development impacts are most influenced by feedback effect, school climate (attitude and teacher/student), and student behavior. In addition, variables such as school climate (school), feedback emphasis, and school climate (job/work) have significant effects but indirectly. Teaching in general shows a direct path (effect) to effects; it also shows an indirect effect (through the mediation of feedback effects). The perceived impact is affected also by teacher’s gender and age group, and type of school (public or private). Results show that perceived needs, feedback appraisal, and teacher’s beliefs do not affect professional development’s perceived impact significantly. Teacher categories (gender and age) and school categories (public or private) had significant effects on teachers’ attitude with regard to most constructs of professional development.

Suggested Citation

  • Masood Badri & Ali Alnuaimi & Guang Yang & Asma Al Rashidi & Rabaa Al Sumaiti, 2017. "A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application," SAGE Open, , vol. 7(2), pages 21582440177, April.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:2:p:2158244017702198
    DOI: 10.1177/2158244017702198
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    References listed on IDEAS

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    1. Michaelowa, Katharina, 2002. "Teacher Job Satisfaction, Student Achievement, and the Cost of Primary Education in Francophone Sub-Saharan Africa," Discussion Paper Series 26273, Hamburg Institute of International Economics.
    2. Brian A. Jacob & Lars Lefgren, 2008. "Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education," Journal of Labor Economics, University of Chicago Press, vol. 26(1), pages 101-136.
    3. Ke-Hai Yuan & Peter Bentler & Wai Chan, 2004. "Structural equation modeling with heavy tailed distributions," Psychometrika, Springer;The Psychometric Society, vol. 69(3), pages 421-436, September.
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    Cited by:

    1. Somayeh Salary & Ali Akbar Amin Beydokhti & Morteza Karami & Parvaneh Layegh & Masoud Mahdavi Rashed & Mozhgan Mahmoudian, 2023. "Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Zhiqiang Ma & Fredrick Oteng Agyeman & Agyemang Kwasi Sampene & Mingxing Li & Stephen Botchway, 2023. "Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy," SAGE Open, , vol. 13(3), pages 21582440231, July.
    3. Xiaodi Jiang & Ren Liu, 2024. "Factors influencing school climate: an empirical study based on the TALIS principal survey," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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