Assessing Professional Development and Teaching Effectiveness

Abstract

This study examines the correlation between professional development programs and teaching efficacy among primary school educators in China. The research investigates sustained learning, emotional support, assessment literacy, leadership development, and educational reform support as essential elements of professional development. Furthermore, it assesses topic knowledge, pedagogical abilities, classroom management, student progress assessment, and reflective practice as measures of teaching efficacy. A descriptive comparative-correlational study methodology was utilized, employing a stratified sample approach to choose participants from five elementary schools. Data were gathered using a validated survey questionnaire and analyzed employing descriptive statistics, the Mann-Whitney U test, the Kruskal-Wallis test, and Spearman’s rho correlation coefficient. Results demonstrate that educators evaluated their professional development programs as somewhat effective in all areas, with sustained learning achieving the highest rating and emotional support the lowest. Their teaching performance was assessed as average, with reflective practice receiving the greatest score, while instructional skills and student progress monitoring received the lowest scores. Statistical analysis revealed no significant disparities in the evaluation of professional development and teaching effectiveness when categorized by sex, age, or educational attainment. A notable disparity was observed in student progress monitoring relative to years of teaching experience. A robust positive association was identified between professional development and teaching effectiveness, suggesting that increased professional development programs result in improved teaching performance.