ADAPTATION AND VALIDATION OF THE TEACHER PROFESSIONAL DEVELOPMENT QUESTIONNAIRE (PDQT) IN THE SERBIAN EDUCATIONAL CONTEXT
Keywords:
professional development; teachers; instrument adaptation and validation; educational context.
Abstract
Abstract: Teachers’ professional development is a key component in improving educational systems. To ensure the relevance and effectiveness of professional development programs, this study aimed to adapt and validate the Teacher Professional Development Questionnaire (PDQT) on a sample of 883 primary and secondary school teachers in Serbia. The adaptation process included item reformulation, modification of the response perspective, and adjustment of factor structure. Psychometric analyses yielded strong results (KMO = 0.951; Bartlett’s test: χ² = 21,586.866, df = 1,081, p < .001; Cronbach’s alpha = 0.94), confirming a five-factor structure: Learning Environment, Lesson Planning, Teaching Research, Educational Technology, and Collaboration. These findings provide a validated instrument for assessing teacher development needs and contribute to the design of more effective professional development programs in the Serbian cultural context.
Keywords: professional development; teachers; instrument adaptation and validation; educational context.
References
References
AbdulRab, H. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9(4), 39–50. https://doi.org/10.47604/ajep.22.
Ayyoobi, F., Pourshafei, H., & Asgari, A. (2016). Codification and Validation of Professional Development Questionnaire of Teachers. International Education Studies, 9(4), 215–224. http://dx.doi.org/10.5539/ies.v9n4p215.
Avis, J., Fisher, R., & Thompson, R. (2018). Teaching in Lifelong Learning 3e: A guide to theory and practice. McGraw-Hill Education.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 28(8), 2044–2065. https://doi.org/10.1080/13562517.2021.1947226.
Chitanana, L. (2012). A constructivist approach to the design and delivery of an online professional development course: A case of the iEARN online course. International Journal of Instruction, 5(1), 23–48.
Day, C. (1999). Developing teachers: The Challenges of Lifelong Learning. Falmer Press.
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education & Training, 59(4), 485–501. https://doi.org/10.1080/13636820701650943.
Evers, A., Kreijns, K., & Van der Heijden, B. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162–178. https://doi.org/10.1080/0158037X.2015.1055465.
Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153–167. https://doi.org/10.1080/13674580000200108.
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080.
Ilgan, A., Özü-Cengiz, Ö., Ata, A., & Akram, M. (2015). The relationship between teachers' psychological well-being and their quality of school work life. The Journal of Happiness & Well-Being, 3(2), 159-181.
Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review. Educational Research and Evaluation, 5(1), 1–23. https://doi.org/10.1177/2332858419828691.
Khan, B., & Begum, S. (2012). Portfolio: A professional development and learning tool for teachers. International Journal of Social Science and Education, 2(2), 363-377. https://ecommons.aku.edu/pakistan_ied_pdcn/6.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
Kronley, A., & Handley, C. (2001). Framing the field: Professional development in context. The Finance Project.
Librera, W. L., Eyck, R. T., Doolan, J., Brady, J., & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. New Jersey Department of Education.
Marić Jurišin, S., & Malčić, B. (2022). Samoprocena nastavničke profesije u savremenom obrazovnom kontekstu [Self-assessment of the teaching profession in the modern educational context]. Faculty of Philosophy, University of Novi Sad. https://digitalna.ff.uns.ac.rs/sadrzaj/2022/978-86-6065-730-7.
Molina, C. A., & López, F. S. (2019). Teachers´ collaborative work: new toward for teacher´ s development. Psicologia Escolar e Educacional, 23, 1–7. http://dx.doi.org/10.1590/2175-35392019017926.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2024). Professional development at national scale: Effects on teacher knowledge and practice. Studies in Educational Evaluation, 83, 101381. https://doi.org/10.1016/j.stueduc.2024.101381.
Richter, E., & Richter, D. (2024). Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Studies in Educational Evaluation, 81, 101357. https://doi.org/10.1016/j.stueduc.2024.101357
Rout, S., & Behera, S. K. (2014). Constructivist approach in teacher professional development: An overview. American Journal of Educational Research, 2(12A), 8–12. 10.12691/education-2-12-2.
Statistical Office of the Republic of Serbia. (2023). Statistical Yearbook of the Republic of Serbia, 2023. Statistical Office of the Republic of Serbia. https://publikacije.stat.gov.rs/G2023/Pdf/G20232056.pdf.
AbdulRab, H. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9(4), 39–50. https://doi.org/10.47604/ajep.22.
Ayyoobi, F., Pourshafei, H., & Asgari, A. (2016). Codification and Validation of Professional Development Questionnaire of Teachers. International Education Studies, 9(4), 215–224. http://dx.doi.org/10.5539/ies.v9n4p215.
Avis, J., Fisher, R., & Thompson, R. (2018). Teaching in Lifelong Learning 3e: A guide to theory and practice. McGraw-Hill Education.
Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 28(8), 2044–2065. https://doi.org/10.1080/13562517.2021.1947226.
Chitanana, L. (2012). A constructivist approach to the design and delivery of an online professional development course: A case of the iEARN online course. International Journal of Instruction, 5(1), 23–48.
Day, C. (1999). Developing teachers: The Challenges of Lifelong Learning. Falmer Press.
Grangeat, M., & Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education & Training, 59(4), 485–501. https://doi.org/10.1080/13636820701650943.
Evers, A., Kreijns, K., & Van der Heijden, B. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education, 38(2), 162–178. https://doi.org/10.1080/0158037X.2015.1055465.
Fung, Y. (2000). A constructivist strategy for developing teachers for change: a Hong Kong experience. Journal of in-service education, 26(1), 153–167. https://doi.org/10.1080/13674580000200108.
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., & Zubairi, A. (2022). Technology use for teacher professional development in low-and middle-income countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080.
Ilgan, A., Özü-Cengiz, Ö., Ata, A., & Akram, M. (2015). The relationship between teachers' psychological well-being and their quality of school work life. The Journal of Happiness & Well-Being, 3(2), 159-181.
Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students’ academic language proficiency across the curriculum: A systematic review. Educational Research and Evaluation, 5(1), 1–23. https://doi.org/10.1177/2332858419828691.
Khan, B., & Begum, S. (2012). Portfolio: A professional development and learning tool for teachers. International Journal of Social Science and Education, 2(2), 363-377. https://ecommons.aku.edu/pakistan_ied_pdcn/6.
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800.
Kronley, A., & Handley, C. (2001). Framing the field: Professional development in context. The Finance Project.
Librera, W. L., Eyck, R. T., Doolan, J., Brady, J., & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. New Jersey Department of Education.
Marić Jurišin, S., & Malčić, B. (2022). Samoprocena nastavničke profesije u savremenom obrazovnom kontekstu [Self-assessment of the teaching profession in the modern educational context]. Faculty of Philosophy, University of Novi Sad. https://digitalna.ff.uns.ac.rs/sadrzaj/2022/978-86-6065-730-7.
Molina, C. A., & López, F. S. (2019). Teachers´ collaborative work: new toward for teacher´ s development. Psicologia Escolar e Educacional, 23, 1–7. http://dx.doi.org/10.1590/2175-35392019017926.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.
Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2024). Professional development at national scale: Effects on teacher knowledge and practice. Studies in Educational Evaluation, 83, 101381. https://doi.org/10.1016/j.stueduc.2024.101381.
Richter, E., & Richter, D. (2024). Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Studies in Educational Evaluation, 81, 101357. https://doi.org/10.1016/j.stueduc.2024.101357
Rout, S., & Behera, S. K. (2014). Constructivist approach in teacher professional development: An overview. American Journal of Educational Research, 2(12A), 8–12. 10.12691/education-2-12-2.
Statistical Office of the Republic of Serbia. (2023). Statistical Yearbook of the Republic of Serbia, 2023. Statistical Office of the Republic of Serbia. https://publikacije.stat.gov.rs/G2023/Pdf/G20232056.pdf.
Published
2026/03/02
Section
Članci