Teachers’ Professional Development Trajectory: An Empirical Exploration of the Relationships Between Key Variables

Abstract

This article empirically explores the relationships between key variables in teachers' professional development. Carried out with 55 teachers who had completed the MOOC “The self-determined intervention plan: supporting the success of students with adjustment difficulties”, the study reveals a positive link between teachers' self-determined individualized education plan practices and their sense of self-efficacy in effectively teaching students with adjustment difficulties. The latter was also positively associated with their satisfaction with the training and coaching they received. The study also found a positive relationship between participating teachers' satisfaction and their students' adoption of self-determined behaviours.