Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
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Author (Corporation)
Publication date
12.2024
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Teaching and Teacher Education
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
152
Pages / Duration
104771
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
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Practice partner / Client
Abstract
In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.
Keywords
Teacher professional development, Experience sampling, Job satisfaction, Professional well-being learning benefits
Event
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ISBN
ISSN
0742-051X
1879-2480
1879-2480
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Compagnoni, M., Rechsteiner, B., Gotsch, F., Grob, U., Wullschleger, A., & Maag Merki, K. (2024). Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school. Teaching and Teacher Education, 152, 104771. https://doi.org/10.1016/j.tate.2024.104771