Organizational Resources for Professional Development: A Statewide Longitudinal Survey of Middle School Mathematics Teachers

Abstract

A statewide longitudinal survey of 923 middle school mathematics teachers in Missouri was conducted from 2009 to 2011 to examine the amount of organizational resources for professional development that teachers received and the relationship between organizational resources and teachers’ participation in high-quality professional development. This study found that teachers who received an increased amount of organizational resources from 2009 to 2011 were more likely to increasingly participate in high-quality professional development activities during the same period. Therefore, it is important for districts and schools to continuously provide organizational resources for professional development to support and encourage their teachers’ participation in high-quality professional development.