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Lin, Q., & Zhou, B. (2022). Does Increasing Teachers’ Teaching Autonomy Help Improve Classroom Teaching Quality? An International Comparison and Local Analysis Based on TALIS 2018. Journal of Educational Science of Hunan Normal University, No. 2, 41-51.

has been cited by the following article:

• TITLE: The Impact of Teacher Professional Development Activities on Teacher Job Satisfaction: An Empirical Analysis Based on TALIS 2018 Shanghai Teacher Data

  AUTHORS: Yu Fan, Teng Wang, Shumin Tian, Xiulin Ma

  KEYWORDS: Teacher Professional Development, Teacher Job Satisfaction, TALIS 2018, Education Reform

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.7, July 18, 2024

  ABSTRACT: Based on the survey data of teachers in Shanghai, China in TALIS 2018, this study used the hierarchical linear regression method to explore the relationship between the three characteristics of teacher professional development activities, namely, form, theme, and participation support, and teacher satisfaction. The results showed that among the forms of professional development activities, observation visits to corporate sites, public institutions, or non-governmental organizations had a significant positive impact on teacher job satisfaction; among the themes of professional development activities, professional development activities with themes such as student assessment practice, school management and administration, and interdisciplinary skills significantly affected teacher job satisfaction; among the professional development support, non-material professional support significantly affected teacher job satisfaction.