Theoretical framework model (TFM) for examining the professional development of teachers in the light of TALIS 2018 data

The aspect of this study is the editable and content-wise validation of the TFM to continue our quantitative research. We contrasted the TFM and TALIS 2018 results with Hungarian relevance, so we also got an answer to whether there is a contradiction between the central expectations towards teachers in Hungary and their belief in their professional development. First, we reconciled the dimensions and indicators of the TFM to the TALIS 2018 research tools, and then we filtered out the relevant Hungarian data of the OECD database. To show the correlations, the responses of teachers from Hungary and TALIS countries were subjected to secondary statistical analysis. Our results highlight disproportions in the priority of the TFM dimensions and shortcomings of our indicator system in career management. An additional outcome of the analysis is the exploration of the correlations underlying particular Hungary-related findings of TALIS. H.1: The career satisfaction of Hungarian teachers (working conditions; income) is significantly lower than the satisfaction of teachers in TALIS countries, and this decreases further with the increase of professional experience. H.2: The need of Hungarian teachers for professional development (learning) significantly exceeds that of teachers in TALIS countries, because compliance with the career model as an external coercive factor poses more serious challenges than ever before. H.3: The dominant form of the learning strategies of Hungarian teachers is the participation in the postgrad courses and organized professional training, as the support system in Hungary prefers these. H.4: The shortcomings of the system supporting professional development are felt more strongly among Hungarian teachers than in the TALIS countries because continuous mentoring or counselling focuses on the period of starting a career. H.5: Control has a more significant effect on the professional development of Hungarian teachers than learning motivation or interest. H.6: TFM is suitable to serve as a starting point for large-sample pedagogical research in Hungary. Its dimensions and indicator system can systematize the filtering and processing of the large dataset, and a second- analysis of TALIS 2018 thematic data confirms it. In the current research, we first performed a thematic identification of our TFM and the TALIS 2018 teacher questionnaires to fit the questions of the questionnaire into the structure of our model using content analysis and to allow filtering of the grouped quantitative data. Then, proceeding with the dimensions of the TFM, we made statistical comparisons between the answers of Hungarian teachers and the teachers of the TALIS countries to the questions of the topics on each dimension. This method enabled to supplement of the TFM indicator system and to identify early-stage effects of national education policy regulations underlying the TALIS results.

本研究的核心方向为对TFM开展可编辑化改造与内容效度验证，以此推进我们的定量研究工作。我们将TFM与2018年国际教学与学习调查（Teaching and Learning International Survey, TALIS）的匈牙利相关调研结果进行了对比分析，借此解答匈牙利对教师的核心期望与教师自身职业发展信念之间是否存在矛盾这一问题。
首先，我们将TFM的维度与指标体系对齐至TALIS 2018的研究工具，随后从经合组织（Organization for Economic Co-operation and Development, OECD）数据库中筛选出匈牙利的相关数据。为呈现变量间的相关性，我们对匈牙利教师与TALIS参与国教师的问卷回复开展了二次统计分析。
本研究结果凸显了TFM维度优先级失衡的问题，以及我们在职业管理维度下指标体系存在的缺陷。本次分析的另一项成果是探索了TALIS调研中与匈牙利相关的特定发现背后的潜在关联。
H.1：匈牙利教师（基于工作条件、收入维度）的职业满意度显著低于TALIS参与国教师，且该满意度随职业教龄的增长进一步降低。
H.2：匈牙利教师对专业发展（学习提升）的需求显著高于TALIS参与国教师，原因在于作为外部强制因素的职业模式合规要求，较以往带来了更为严峻的挑战。
H.3：匈牙利教师学习策略的主流形式为参与研究生课程与有组织的专业培训，这是因为匈牙利的专业发展支持体系更倾向于此类学习途径。
H.4：相较于TALIS参与国教师，匈牙利教师更强烈地感受到专业发展支持体系的缺陷，原因在于持续化的导师指导或咨询服务仅聚焦于职业生涯起步阶段。
H.5：管控因素对匈牙利教师专业发展的影响，显著高于学习动机与学习兴趣。
H.6：TFM可作为匈牙利大规模教育学研究的起点。其维度与指标体系能够系统化实现大规模数据集的筛选与处理，且对TALIS 2018主题数据的二次分析验证了这一点。
在本次研究中，我们首先通过内容分析法对TFM与TALIS 2018教师问卷开展主题识别，使问卷问题适配本研究模型的结构，从而实现分组定量数据的筛选。随后，基于TFM的维度框架，我们对匈牙利教师与TALIS参与国教师在各维度主题问题上的回复开展了统计对比。该方法能够辅助完善TFM的指标体系，并识别出TALIS调研结果背后潜藏的国家教育政策法规的早期影响效应。