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Factors for Continuous Professional Development (cpd) for Teachers – a Quantitative Research Contribution

  • Nov 4, 2025
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Abstract Book of the 10th International Conference on Research in Education

Year: 2025

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Factors for Continuous Professional Development (cpd) for Teachers – a Quantitative Research Contribution

Christian Rudloff, Christiane Gesierich

ABSTRACT:

The effectiveness of continuous professional development (CPD) in connection with change and transformation in the sphere of influence of teaching professionals is central to this. Participants in training programs bring new perspectives and skills to educational institutions and can thus have a positive influence on the learning outcomes of children and young people and on institutional quality. Continuing professional development creates spaces in which knowledge and skills can be expanded and reflected upon, in which professional networks can emerge and grow (Lipowsky, 2021: 41; Stoll et al., 2012), and in which social and educational policy developments can be passed on by experts.
The ERASMUS+ research project FOOTT PRINTTS, standing for “Focus on Teacher Training – Practical Guidelines for In-Service Teacher Trainers”, identifies factors for successful CPD based on quantitative research in six different European countries. The countries were strategically selected to represent Northern, Southern, Western, Central and Eastern Europe and the diversity of education systems in Europe. This study makes an innovative contribution to the analysis of process, product and personnel quality, as it examines the conditions that are helpful for competence development from the perspective of educational professionals.
A total of 5.215 fully completed questionnaires were evaluated. An exploratory factor analysis was used to reduce the many variables individually queried in the questionnaire to a smaller number of overarching factors. The factors identified were summarised into six FOOTT PRINTTS key factors: ‘Professional Identity’, ‘CPD Satisfaction’, ‘Professional Support’, ‘Governance and Participation’, ‘Organisation and Delivery’, ‘CPD Design Elements.

Keywords: European Research Project, Life-Long Learning, Professional Development, Quality of Teaching, Teacher Education