Professional Development as a Social Catalyst: Teacher Cooperation and Self-Efficacy as Mediating Mechanisms in Teaching Practices

This study examined the associations between effective professional development and teaching practices, focusing on the mediating roles of teacher collaboration and self-efficacy. Drawing on social cognitive and collaborative learning perspectives, a sequential mediation model was tested using TALIS 2018 data from 3952 lower secondary teachers in Türkiye. Results indicated that effective professional development was positively associated with teacher collaboration, which was positively associated with self-efficacy and teaching practices. Teacher self-efficacy was also positively associated with teaching practices. The findings suggest that relational and psychological processes may help explain links between professional development and instructional practice.