Open AccessTeacher Engagement Scale for Professional Development
Author(s) -
Cara Kelly,
Laura L. Brock,
Julie Dingle Swanson,
Lara Walker Russell
Publication year - 2022
Publication title -
journal of educational issues
Language(s) - English
Resource type - Journals
ISSN - 2377-2263
DOI - 10.5296/jei.v8i1.19636
Subject(s) - coaching , professional development , psychology , scale (ratio) , exploratory factor analysis , psychological intervention , intervention (counseling) , professional learning community , medical education , faculty development , student engagement , mathematics education , pedagogy , applied psychology , psychometrics , medicine , developmental psychology , quantum mechanics , psychiatry , psychotherapist , physics
Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.