The antecedents of teacher satisfaction with professional development programs |
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| Authors: | Adam E Nir Ronit Bogler |
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| Institution: | 1. Policy and Administration in Education Program, School of Education, The Hebrew University of Jerusalem, Jerusalem 91905, Israel;2. Department of Education, The Open University of Israel, P.O. Box 808, Raanana 43107, Israel |
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| Abstract: | Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level. |
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| Keywords: | Professional development On-the-job training Teacher job satisfaction Teacher attitudes Survey research |
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