Predicting Professional Development Learning Transfer with the Theory of Planned Behavior: A Non-Exploratory Correlational Study

Abstract

This study addresses a critical gap in evaluating K12 educator professional development (PD) by exploring the transfer of learning into practice through the theory of planned behavior (TPB). Despite significant investments in educator PD, most evaluations focus on teacher self-efficacy or student outcomes, often neglecting individual beliefs, school culture, and educator autonomy—factors essential for consistent evidence of PD effectiveness. This quantitative, correlational research examines how two belief indicators of TPB—normative and control—predict the application of an anti-bias framework learned in PD sessions. The study involved 68 K12 educators from the Mid-Atlantic region of the United States, including teachers across subjects and grades, administrators, diversity, equity, and inclusion directors who participated in the Institute on Teaching Diversity and Social Justice in 2023. Using quantitative surveys, the research assessed participants' normative and control beliefs alongside their intent to implement the Social Justice Standards (SJS). Correlation and regression analyses evaluated the predictive power of TPB indicators on PD learning transfer. Findings highlight factors influencing educators' intent to implement SJS, suggesting that integrating school culture and educator autonomy into PD evaluation frameworks can lead to more effective programs aligned with social justice education. Future studies should explore the role of virtual partnerships and other support systems in enhancing the transfer of PD learnings.

Keywords: K12 educator professional development, Theory of Planned Behavior (TPB), learning transfer, anti-bias framework, Social Justice Standards (SJS), normative beliefs, control beliefs, PD evaluation, school culture, educator autonomy, quantitative correlational study, Mid-Atlantic region, virtual partnerships, social justice education, teacher intent.

DOI: 10.7176/JEP/16-2-14

Publication date: February 28^th 2025