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<p>Drawing upon the Interconnected Model of Professional Growth, this study investigates how teacher professional development (TPD) activity characteristics influence classroom teaching quality. The research further explores the mediating role of teacher efficacy and the moderating effect of TPD barriers. Using data from the Shanghai cohort of the 2018 Teaching and Learning International Survey, we employed regression analysis and a moderated mediation approach to examine these relationships. Results indicate that TPD characteristics positively predict classroom teaching quality, with teacher efficacy serving as a partial mediator. Additionally, TPD barriers differentially moderate the relationship between TPD characteristics and teaching quality. These barriers exhibit varying moderating effects on the internal mechanisms connecting TPD characteristics to classroom teaching quality. These findings advance theoretical understanding of factors affecting teaching quality and offer practical implications for strategically optimizing TPD planning.</p>

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Teacher Professional Development in Urban China: How Activity Characteristics Navigate Barriers to Enhance Classroom Quality

  • 期刊论文

  • 发表日期：

    2026年1月7日

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  • Ningmeng Cao,
  • Weijian Li,
  • Binghai Sun

摘要

Drawing upon the Interconnected Model of Professional Growth, this study investigates how teacher professional development (TPD) activity characteristics influence classroom teaching quality. The research further explores the mediating role of teacher efficacy and the moderating effect of TPD barriers. Using data from the Shanghai cohort of the 2018 Teaching and Learning International Survey, we employed regression analysis and a moderated mediation approach to examine these relationships. Results indicate that TPD characteristics positively predict classroom teaching quality, with teacher efficacy serving as a partial mediator. Additionally, TPD barriers differentially moderate the relationship between TPD characteristics and teaching quality. These barriers exhibit varying moderating effects on the internal mechanisms connecting TPD characteristics to classroom teaching quality. These findings advance theoretical understanding of factors affecting teaching quality and offer practical implications for strategically optimizing TPD planning.