Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school

Compagnoni, MiriamRechsteiner, BeatGotsch, FlurinGrob, UrsWullschleger, AndreaMaag Merki, Katharina2024-10-242024-10-242024-120742-051X1879-248010.1016/j.tate.2024.104771https://irf.fhnw.ch/handle/11654/47604In 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.enTeacher professional developmentExperience samplingJob satisfactionProfessional well-being learning benefits370 - Erziehung, Schul- und Bildungswesen330 - WirtschaftEveryday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school01A - Beitrag in wissenschaftlicher Zeitschrift104771