Theoretical framework model (TFM) for examining the professional development of teachers in the light of TALIS 2018 data

Published: 31-03-2021| Version 2 | DOI: 10.17632/2kpxjswz47.2
Agnes N. Toth


The aspect of this study is the editable and content-wise validation of the TFM to continue our quantitative research. We contrasted the TFM and TALIS 2018 results with Hungarian relevance, so we also got an answer to whether there is a contradiction between the central expectations towards teachers in Hungary and their belief in their professional development. First, we reconciled the dimensions and indicators of the TFM to the TALIS 2018 research tools, and then we filtered out the relevant Hungarian data of the OECD database. To show the correlations, the responses of teachers from Hungary and TALIS countries were subjected to secondary statistical analysis. Our results highlight disproportions in the priority of the TFM dimensions and shortcomings of our indicator system in career management. An additional outcome of the analysis is the exploration of the correlations underlying particular Hungary-related findings of TALIS. H.1: The career satisfaction of Hungarian teachers (working conditions; income) is significantly lower than the satisfaction of teachers in TALIS countries, and this decreases further with the increase of professional experience. H.2: The need of Hungarian teachers for professional development (learning) significantly exceeds that of teachers in TALIS countries, because compliance with the career model as an external coercive factor poses more serious challenges than ever before. H.3: The dominant form of the learning strategies of Hungarian teachers is the participation in the postgrad courses and organized professional training, as the support system in Hungary prefers these. H.4: The shortcomings of the system supporting professional development are felt more strongly among Hungarian teachers than in the TALIS countries because continuous mentoring or counselling focuses on the period of starting a career. H.5: Control has a more significant effect on the professional development of Hungarian teachers than learning motivation or interest. H.6: TFM is suitable to serve as a starting point for large-sample pedagogical research in Hungary. Its dimensions and indicator system can systematize the filtering and processing of the large dataset, and a second- analysis of TALIS 2018 thematic data confirms it. In the current research, we first performed a thematic identification of our TFM and the TALIS 2018 teacher questionnaires to fit the questions of the questionnaire into the structure of our model using content analysis and to allow filtering of the grouped quantitative data. Then, proceeding with the dimensions of the TFM, we made statistical comparisons between the answers of Hungarian teachers and the teachers of the TALIS countries to the questions of the topics on each dimension. This method enabled to supplement of the TFM indicator system and to identify early-stage effects of national education policy regulations underlying the TALIS results.


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These data have been published by OECD as the instrument of data collection during the survey of TALIS 2018.