Theoretical framework model (TFM) for examining the professional development of teachers in the ligh

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Theoretical framework model (TFM) for examining the professional development of teachers in the light of TALIS 2018 data Ágnes N. Tóth, Eötvös Loránd University, Faculty of Education and Psychology, toth.agnes@ppk.elte.hu ORCID: 0000-0003-3218-4724 Judit Szivák, Eötvös Loránd University, Faculty of Education and Psychology, szivák.judit@ppk.elte.hu ORCID: 0000-0002-7112-5201 Abstract Aspect of this study is the editable and content-wise validation of the TFM to continue our quantitative research. To this end, 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 Hungaryrelated findings of TALIS. Keywords: Teachers, Continuous Professional Development, TALIS 2018, Comparative Analysis, Hungary Received:

Accepted:

Published:

INTRODUCTION Several factors point out the significance and complexity of the problem. (1) Hungarian students have underperformed in domestic and international competency measurements for years (Balázsi et al., 2010; Csapó et al., 2014); (2) It is now evident that teacher professionalism is significantly related to student performance (Hanushek, 1971; Barth 1990; Darling-Hammond, 2000; Barber and Mourshed, 2007; Jackson et al., 2014). (3) Being a teacher is not considered as an attractive career in Hungary. (Falus, 2001; Kárpáti, 2008; Nagy.M, 2009; Chrappán; 2010). Based on these factors, the question arises how committed Hungarian teachers are to their professional development. Is there a significant difference between teachers in Hungary and those in other countries concerning the attitude towards continuous professional development (CPD)?

Purpose of the research is to answer the questions how the TFM works in the international environment and how the system environment currently regulating the Hungarian education can orient the CPD of Hungarian teachers, that is, how the conclusions related to Hungary drawn from the Hungarian documents regulating professional development are reflected in the results of international comparative measurements (TALIS 2018).

CPD in International Researches Nowadays, "top-down" professionalization or, in other words, the organizational profession has a significant impact on the content of teaching profession (Evetts, 2011; Gorman & Sandefour, 2011; Sachs, 2016; Torres & Weiner, 2018). In this approach, the source of the initiative to develop and renew the content of the profession is not the educator but the wider system that provides the context of the teacher's activity. However, it should be noted that regardless of the source of the change, the target assumptions (raising the status of the profession, supporting the learning of

teachers) are the same. In the current theoretical framework, accountability is the focus (Kennedy, 2005; Evetts, 2011; Evans, 2014; Sachs, 2016), which makes the work of the educator “visible” through various standardization efforts.

The resulting culture of achievement (Evetts, 2011; Sachs, 2016) necessarily shapes the content of the profession. Learning starts, therefore, under the influence of an external set of motivating, supportive and controlling expectations. Some interpretations also attribute stronger legitimacy to the organizational profession. They believe that it is not primarily based on the insights of individual members of the collective learning, but its content is determined by a broader, higher professional "authority" thinking on the system level (trainers, academia, researchers, policymakers), thus creating a clear set of expectations that make the work of educators accountable (Gorman & Sandefour, 2011; Evetts, 2011; Torres & Weiner, 2018). In the effects of the organizational profession, although the literature primarily emphasizes accountability and control efforts, it also recognizes that the frameworks thus created can be interpreted as support (Evetts, 2011; Anderson & Cohen, 2015; Sachs, 2016). The systems surrounding the individual - the organization and the public education system - thus have a dual effect, and their effectiveness depends on the accordance of this control-support activity (Evetts, 2008; 2011). However, this accordance may be a requirement in the relationship between the individual and the systems, as the educators can only develop themselves effectively and autonomously (and thus their organization and the entire public education system) only if the environment that determines and influences their development does not counteract its aspirations (Evetts, 2008).

Rapos (2019) describes the different models and writes, “… the earliest of the CPD models is Guskey’s (2002) model of teacher change. As he claims, the milestones of this change are: (1) participation in the teacher development programme (2) changes in teaching practice, and consequently (3) changes in student achievements, and thus (4) persistent changes of teacher attitudes and perceptions. According to Guskey (2002) – as Rapos writes– (2019) - the inefficiency of most professional development programmes is due to the failure to take into account the professional motivation of teachers and the process of change. Clarke and Hollingsworth (2002) describe teacher professional development as a complex, individual, natural and continuous learning process. The building blocks of the model are (1) external information or resources (2) personal field (teacher knowledge, views and attitudes), (3) field of experience and practice, and (4) field of results. Change can start in any field and change in any of the fields can lead to change in another field through the mechanisms of reflection. The model recognizes the importance of the context that sets constraints and affordances.

According to Evans's (2014) conceptual model of PD (professional development), professional development is "the process by which individuals' professionalism is sustained. In his view, the concept of professionalism is primarily about "how individuals exist as practitioners of a profession", that is, what, how and why they do, know and confess. He seeks to capture this in three components: (a) the behavioural component is made up of the process, process, productive and competence dimensions, (b) the attitude component is perceptual, it consists of evaluation and motivation dimensions, and (c) the intellectual component is the epistemology of all. As his goal is to create a context-independent, "universal" model, however, he recognizes the importance of the school environment as a primary location for teacher professional development offering a favourable or unfavourable environment which can promote or limit teachers' opportunities and motivations for learning, context as a component does not appear in his PD model ”(Rapos 2019, pp. 18-20).

The results of qualitative research by Hodkinson & Hodkinson (2005) identified national and school leadership, political and regulatory frameworks as well as interventions (e.g. achievement measurement systems) among the three key dimensions that determine the effectiveness of teacher learning. (Rapos, 2019) In Opfer & Pedder's (2011) model, as a complex system of teacher professional learning, the system of learning activities includes the learning activities, tasks and practices in which teachers 2| data

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

participate. The cognitive and affective system of the teacher's knowledge, prior experience, attitudes of teaching and learning and classroom practice has a significant influence on how and what the teacher learns; at the same time, it is very difficult to change - this requires learning activities supported by the pilot. "Collective views and decisions about school-level learning have a profound effect on individuals' views and decisions, and they strongly determine access, support and incentive for the learning activities they choose." (Rapos, 2019, p. 21).

According to Desimone & Pak's (2017) theory of operation, based on the results of researches there is a consensus on the characteristics of effective CPD: the content element (activities focusing on how learners learn); active learning; coherence (with the teacher's current knowledge and school/state policies); duration and collective participation (Rapos, 2019).

CPD as a System Level Requirement in Hungary In the background of current educational challenges, centralized and liberal education policies, accountability and autonomy, and the innovation capacity of education systems, in particular, the expectations of quality renewal of teachers can be identified. Along with these challenges, the specific aspirations of national education policies illustrate to find solutions to global problems in a unique context.

The regulatory documents defining the strategy for the development of public education in Hungary, in line with EU developments, prioritize continuing professional development of teachers, in particular with relation to the professionalisation and attractiveness of the profession.

The picture of the teacher depicted in the strategic documents is up-to-date and contains the criterion of professional development, but the development as a comprehensive conceptual element is not elaborated. The basic context of professional development is much more expectations and their control mechanisms than a supported profession built on autonomy.

Particular documents seek synergies in the formulation of professional development goals with the objectives of the EU and the Hungarian public education strategy, but overall they lack the coherent and explicit concept of development policy; they are rather well-defined systems of control mechanisms for public service obligations. Generally speaking, the declared goal of strategies is standardization, which, by linking appropriate support and development functions, can even work towards development.

One of the most significant educational policy developments in Hungary in recent years was the introduction of the teachers' career model for ISCED 0-1-2-3 in 2013. The career starter is the Trainee, who carries out his professional duties for two years with the support of a mentor, and after a compulsory certification exam enters Teacher Category I. Teachers in Category I. have a minimum of two and a maximum of nine years of professional experience. A long-term pursuit of the profession is a prerequisite to reach Teacher Category II. The highest levels of the teaching profession are embodied in the category of a Master Teacher with at least 14 years of professional experience and of a Research Teacher with a scientific qualification who carries out research activities The certification examination and the certification procedure are the tools to control professional development. A qualifying committee examines the development of the candidate's pedagogical competencies1 by evaluating documentation and lesson observation. (Government Decree 326/2013 (VIII. 30.)) (Table 1).

The eight pedagogical competencies by Government Decree 326/2013 (VIII. 30.)): 1 Professional tasks, knowledge in the field of science, subject and curriculum; 2 Planning of pedagogical processes, activities and self-reflections related to their implementation; 3 Support of learning; 4 Developing the personality of the learner, fulfilment of individual treatment, adequate methodological competence necessary for successful education and training of children with disadvantaged backgrounds and with special (educational) needs or with integration, learning and behavioural problems together with other students 5 Supporting, developing, empowering student groups, collective learning, creating opportunities, openness to various socio-cultural diversity, integration activities and head-of-class activities; 6 Continuous assessment and analysis of pedagogical processes and students' personality development; 7 Communication and professional cooperation, problem solving; 8 Commitment and professional responsibility for professional development.

1

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

Table 1 Teacher (ISCED 0-1-2-3) Career Levels and Achievements Required for Qualification

Despite the continuous adjustments of the career model it has not become popular since the launch of the teacher qualification system. (Lunczer, 2018). While developing the TFM we have concluded that the rapid successive educational policy arrangements of the last decade (…) have imposed a burden on the teachers, which has not increased the attractiveness of the career (but rather it can lead to its decline in the long run.)

The TFM In the first phase, we analysed the central - educational policy, legal, professional - documents regulating professional development. As a result, a multidimensional framework and indicator system (TFM) for the professional development of teachers was developed, which helped us to identify the environmental problems of the regulatory system.

This TFM developed by the OTKA2 research (Project ID:128738) on continuous development of teachers conducted at Eötvös Loránd University Faculty of Education and Psychology, Institute of Education primarily aimed for exploring the national goals and expectations related to the professional development and learning of teachers, the tools providing support to achieve them and the control functions concerning them in the analysed strategic and legal regulatory documents. (Figure 1) Based on our analysis of regulatory documents applying our framework, we concluded that the three pillars mentioned above are not equally identifiable with the professional development of teachers in the Hungarian system environment (Figure 1).

Figure 1 Professional development of teachers in Hungarian regulatory documents

Behind the definition of goals and expectations, no policy model appears consistently at different levels of regulation and serves as a clear compass for actions and actors at different levels of the system. The purpose and forms of learning as well as the processes and operational elements of

2

See footnote No.1

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

support are unstressed and underdeveloped for the control system (school control, selfassessment and certification) regulated in all thoughts.

The ratio shift between the pillars necessitated a review and modification of the TFM.

Figure 2 TFM and its indicator system with the dominance of control function

Finally the model includes four dimensions (Figure 2), which are the purpose of CPD, the learning process implemented for CPD, the system that supports and monitors CPD. For each factor, we assigned the indicators that could indicate them. The framework identified the relevant documents according to the research questions (goals, processes, support, control), and fixed the analytical aspects and indicators. Each dimension captures the regulatory environment in terms of conditions it creates for the professional development of teachers. Considering that we want to use TFM for large-sample national teacher research, the Hungarian-related data of the published TALIS 2018 results provide significant help in verifying the model.

The relevance of TALIS 2018 in TFM authentication TALIS is the largest international, large-scale quantitative survey that asks teachers and school leaders about teaching and learning environment, teaching attitudes, teaching practices, and characteristics of school leadership. Participants in the survey are educators at ISCED level 2.

The first TALIS survey was conducted in 2008 with 24 countries, the second with 34 participating countries in 2013 and the third one in 48 countries in 2018. The motto of this might be the statement quoted from the preface to the 2018 research: "... the quality of an education system can never exceed the quality of its teachers."( Schleicher, 2019.para 8) The OECD survey of the teaching profession (TALIS 2018) rests on five pillars: “The knowledge and skills required to teach; the perceived prestige of the profession; career opportunities; the collaborative culture among teachers; (OECD, 2019. a) The third TALIS survey was conducted in 48 countries in 2018. The motto of this might be the statement quoted from the preface to the 2018 research: "... the quality of an education system can never exceed the quality of its teachers." This analysis of the teaching profession (TALIS 2018) rests on five pillars: “The knowledge and skills required to teach; the perceived prestige of the profession; career opportunities; the collaborative culture among teachers; (OECD, 14.09.2019) Out of the four research questions of TALIS survey 2018, we have focused on the issues of teacher development for our current analysis: „What kind of professional development do teachers and principals participate in and how do they feel about it?” (OECD, 14 April 2019) 5| data

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

In the sample of TALIS 2018, the countries are represented by 200 school leaders and 4,000 teachers based on random selection. The database contains data from 3245 teachers and 182 principles from Hungary. (OECD, 2019.b. 6).

The recently published TALIS 2018 results allowed TFM to be embedded not only in a domestic but also in an international context. Although TFM is based on the content analysis of Hungarian regulatory documents while TALIS 2018 uses quantitative data, their comparison can also point out the noticeable effects of recent Hungarian education policy measures and the causal backgrounds of some Hungarian-related data in TALIS 2018.

Hypotheses We formulated our hypotheses along the four dimensions of TFM (i.e. development goals; learning; development support system; control mechanisms) from the aspect of the currently valid system of environment regulators induce significant differences between domestic and foreign teachers in terms of CPD. 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.

RESEARCH METHOD AND INSTRUMENT To achieve our research goal, we had to use a mixed-method research design (Creswell, 2012), as we undertook to compare the Hungarian data of TFM as well as TALIS 2018 while carrying out the content analysis required for TFM authentication.

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 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 the TFM indicator system and to identify early-stage effects of national education policy regulations underlying the TALIS results.

As the TALIS survey - the 'knowledge and skills required to teach' - have been published, thus providing an opportunity for second analysis of these according to TFM in Hungary. The secondary analysis allows only joint investigate of the areas in which the TFM can represent the research concept of TALIS. These areas are included in the relevant sets of questions in the TALIS 218 questionnaire as “professional characteristic” and “pedagogical practise” (Ainley & Carstens, 2018. 23).

The construction goal of the TFM was to theoretically explore the CPD of Hungarian teachers (ISCED 0-1-2-3), which is different from the goal and target group of TALIS 2018 (ISCED 2), but 6| data

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

because of the significant number of Hungarian items in the TALIS 2018 sample. (N = 3245) the difference does not exclude justification of the dimensions and structural elements of TFM by the answers in its dataset of Hungarian teachers.

Table 2 Research sample Frequency TALIS-47 Valid

HUNGARY Total

258181

Percent 98,8

Valid Cumulative Percent Percent 98,8 98,8

3245

1,2

1,2

261426

100,0

100,0

100,0

Our findings in the present study are based on the comparison of the data from the two subsamples presented above (Table 2) TFM DIMENSIONS AND INDICATOR SYSTEM IN THE LIGHT OF TALIS 2018 The TFM indicates the goals of professional development by the career picture, targeted development activities and their results. The content analysis of the TALIS tool highlighted the necessary additions to the existing indicators. Although some of the TFM indicators are not in line with the TALIS teacher questionnaires, we had to analyse the TALIS tool for heads of institutions as well. The interfaces of our model and the two types of TALIS devices are shown in Figure 3, with green bubbles indicating necessary additions to the TFM.

Figure 3 Interfaces between TFM and the two types of TALIS devices

It shows that each of the four dimensions is associated with new indicators, so our statistical analysis covers these as well. We compared the indicator-related data in a clockwise direction.

The Hungarian Context of the Teacher Career In our study, we have attempted to discover parallels between our TFM and the TALIS research instrument and to identify trends among professionals.

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

First, the age distribution of teachers is striking. Researchers have been warned about the dangers of "ageing" of the Hungarian teaching profession decades ago (Halász & Lannert, 1998; Nagy, 2004; Kárpáti, 2008), alluding to the indispensability of educational policy decisions to increase the popularity of the profession. It is clear from the data in the TALIS sample that education policy decisions made in the meantime are not working in the right direction.

Figure 4 shows that while in TALIS countries less than one-third of teachers are aged 50 and above, in Hungary almost half of the teachers are above 50 years. Only a fraction of the Hungarian sample (4, 3%) is in the early stages of their teaching career, whereas in the TALIS countries it is more than one-tenth (11.6%). The ageing of the profession in Hungary is stronger than it is in the international environment, which also means that the examined teacher population is in the final stages of their professional development.

Figure 4 Age distribution of survey participants

The Chi-test performed among particular age categories [χ² (5) = 708.118, p <.001, Cramer’s V = .052] confirmed that the representatives of the teaching profession in the TALIS countries are significantly younger than in Hungary. The career model introduced in 2013 and the associated certification obligations thus affect a professional society with the vast majority at or over the peak of their careers.

The differences in the attractiveness of the teacher career can be detected by the data in Figure 5, which highlights the motivations of those choosing a teaching career. As for the career choice motives of teachers in TALIS countries and Hungary, a significant difference can be observed in terms of their belief in career stability and the predictability of income.

Figure 5 Motivation for career choice 8| data

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

While more than two-thirds of teachers in TALIS countries mention the stable career as a motivating factor, and almost as many think their income is predictable, only one-third of teachers in Hungary justify their career choice with stable career prospects, and about half explain it with predictable income. We found a correlation between the Hungarian and international samples in all of the career choice motivations except in the field of earning income [χ² (3) = 253.544, p <.001]. Consequently, the low rate of new graduates is not surprising at all; it is 19% in the TALIS countries and 12.2% in Hungary. (OECD, 2018. 139). According to the Hungarian regulations for the new entrants, an internship examination taken at the end of the two-year internship period is a prerequisite (see Table 1). Although a mentor assists preparation, there is a lack of detailed regulation of the mentor's role, including the issues of mentor's professional profile and responsibility.

The views of those who choose the teaching profession about its advantages and disadvantages are also interesting. The lack of social prestige in Hungary is expressed in Figure 6.

While one-tenth of Hungarian respondents (12%) perceive the positive impact of social prestige, this is one-third in TALIS countries (33%), which may be the reason behind the idea that significantly more (47%) are concerned: would it have been better not to have chosen the teaching profession It is also noticeable that much more teachers in TALIS countries think that the advantages of being a teacher are outweighing the disadvantages.

Figure 6 Advantages and disadvantages of the teaching career

Re-choice of career and belief in the right choice of career show a significant correlation with national affiliation. (Table 3) Table 3 Career satisfaction

The induction phase at the beginning of the career is crucial in shaping the career image because this phase is meant to be a consolidator of conscious professional development and career identity. Unfortunately, Hungarian educators report modest support at this stage. In all examined areas (supervision: χ² (1) = 150,208, p <.001; networking: χ² (1) = 167,019, p <.001; courses: χ² 9| data

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

(1) = 61,039, p <.001; working time discount: χ² (1) = 48,144, p <.001) we proved a significant difference between the responses of teachers in Hungary and TALIS countries.

Teachers’ openness to new teaching solutions and professional renewal (χ² (1) = 10.968, p <.001) is also related to national affiliation (Cramer’s V = .007).The majority of Hungarian teachers are certainly unable to fully develop in their profession, so it is not a source of happiness for them.

If we take up one aspect of the opinion of Hungarian teachers on more advantages than disadvantages of the profession (Figure 6; Table 3), we see that conviction is inversely proportional to the increase in work experience. It should be noted that the Hungarian regulatory environment (the promotion system of the teacher career model) in the first decade of a career confronts the teacher with two significant career challenges, the second of which is the criterion for the long-term practice of the profession. Although there are no data available on the “career categories” held by Hungarian TALIS respondents, these are likely to have a strong influence on the responses.

The multifactor analysis of variance (Multifactor ANOVA) demonstrated a combined effect of professional experience and national affiliation. According to this, the two factors [F (13) = 344,364, p = .000] do prevail in professional satisfaction. Hungarian teachers are less satisfied in all empirical categories. Their satisfaction increases slightly at the beginning of their career (1-20 years), falls in the middle of their career (21-40 years), but rises again after spending 40 years in teaching. The contrast between the Hungarian and foreign sample is the strongest at the beginning of the career (1-10 years of work experience).

There is no significant difference between the TALIS average (94%) and Hungary (95%) in the pedagogical activities for professional development (1%), which is explained by the tradition of the compulsory Hungarian in-service teacher training system mentioned above. In Hungary participation in in-service teacher training is a requirement, but the salary of teachers is not related to this. The Government decree No. 277/1997 expecting to collect 120 credit points every seven years implies retaining employment. Income conditions are only improved by the recent introduction of a Master or Research Teacher Degree in the Career Model. "Empirical research has found that heavy reliance on external rewards, such as monetary incentives, can affect intrinsic motivation, specifically their need for relatedness, competence and autonomy (Kohn, 1998 [40])."

(OECD, 2019 .p.156) Financial well-being is only one, although one of the most important determinants of professional satisfaction. By introducing the Teacher Career Model (career development system), the Hungarian educational policy had the secret intention of creating high quality and verifiable education, raising the prestige of the career and increasing the satisfaction of those on the career path. (Office of Education, 2016.p.10.)

As a result of professional development policies, change can be captured at multiple levels: individual perceptions of supportive conditions, self-efficiency, school culture, and perceptions of empowerment in conjunction with a sense of teacher well-being. The model of teacher well-being is represented in studies as the basis for quality teaching and professional development (Collie et al., 2015; Bermejo-Tojo et al., 2015). Numerous studies reveal that in the case of well-being there is a clear benefit in terms of student well-being, quality of learning and commitment to professional development Opinions of Hungarian teachers about their professional satisfaction are more or less in line with those of TALIS teachers ((TALIS-47) = 12.11, SD: 2.031 & (HUNGARY) = 11.98, SD: 2.180) (Figure 7).

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

Figure 7 Professional satisfaction

Models of regression analysis to explore the components of professional satisfaction (Table 4), on the other hand, show that national affiliation and work experience alone (Model A in Table 4) do not affect the satisfaction index. Only 6.4 per cent of the satisfaction index of respondents can be inferred from these data.

Table 4 Regression analysis among factors to influence teachers’ job satisfaction

Examining the national affiliation and work experience collectively with the school climate, teacher-student ratio, workplace stress and career choice (Model E in table 4), we can conclude to the professional development of 94.5 per cent of the population.

According to our hypothesis (H.1), that career satisfaction of Hungarian teachers (working conditions; salary) is significantly lower than the satisfaction of teachers in TALIS countries and this decreases further with the increase of professional experience, proves to be true for the first 40 years of career. There is a significant correlation between professional satisfaction and national affiliation [(χ² (1) = 335,665, p <.001, Cramer’s V = 0.048)], which supports the necessary addition of professional satisfaction to the TFM indicator system.

Professional development as a Learning Process and Outcome Effective professional development is structured professional learning that results in a change in teacher competence and practice and the development of students' learning outcomes. On this basis, professional development can be interpreted as activities embedded in everyday activities 11 | data

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

that support teachers in changing their teaching activities to support students' successful learning (Darling-Hammond et al., 2014 cited by Czető, 2019,). Teachers’ learning is influenced by cognitive, affective, and motivational factors as well. This suggests that all genuine learning activity can start only from the individual and that research, therefore, needs to pay more attention to the affective, motivational conditions that determine teacher development, as they are the actual engines of learning (Korthagen, 2017).

How prepared do they feel to practice their profession? Statistically [F (3,138 449) = 26,431, p = .000] we proved that, except the first decade spent in teaching, Hungarian teachers consider themselves to be significantly more prepared compared to their foreign colleagues. The belief of teachers in TALIS countries about their preparedness has hardly changed over the years. They consider themselves slightly more prepared at the beginning of their career than those nearing the end of their career. However, among Hungarian respondents, career starters feel significantly less prepared than those who have been teaching for a long time. In which areas do respondents feel the need for their development?

Figure 8 shows that 25% of Hungarian teachers consider themselves better prepared than their foreign colleagues participating in the study. Correlation between assessment of preparedness and national affiliation [χ² (3) = 75.253, p <.001 Cramer’sV = 0.023; Gamma (γ) = 0.079] was confirmed. They feel the lack of their competence in only one field namely teaching multicultural or multilingual groups. (Figure 8)

Figure 8 Professional preparedness and development needs in different areas

Our hypothesis (H.2), in which we assumed that the need of Hungarian teachers for professional development (learning) significantly exceeds the needs of teachers in TALIS countries, could not be statistically confirmed. Levene's test showed the equal variances except of teaching students with special needs (F = 0.122, p = 0.727) and teaching in a multicultural or multilingual setting (F 12 | data

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

= 2.250, p = 0.134). The independent samples t-score showed significant differences between samples except behaviours and classroom management [t (3295) = 1.541, p = .123].

However, we found another surprising set of data. While only 77.2% of Hungarian teachers feel well or very well prepared in the field of monitoring student development and learning, only 6.8% want to improve in student assessment practices. 65.7% of Hungarian educators consider themselves as prepared for the use of ICT in teaching, but 20.5% claim it is important to improve in this. Table 5 summarizes the results of the comparison of the national affiliation and the least preferred development areas of Hungarian teachers.

Table 5 Areas of CPD and the relationship between national affiliation

Effort in CPD is related to national affiliation [χ² (1) = 4.246, p = 0.039, Cramer’s V = 0.004]. We can see that in Hungary online courses and forms of network learning are less common, while more people read literature than in TALIS countries.

(Figure 9)

Figure 9 Fields of professional training

Our hypothesis (H.3) stating that the dominant form of the learning strategies of Hungarian teachers is participation in postgraduate training and organized professional in-service training was not statistically proven [χ² (1) = 478,977, p <0.05, Cramer’sV = 0.043]. (Figure 9) 13 | data

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

Finally, it can be concluded that the low social prestige of the career elicits a kind of selfjustification from practitioners. They are expected to feel the need to develop - in the field of multicultural and/or multilingual learning groups - where they feel less competent. Another reason for this phenomenon, besides the actual needs, is that these two fields appear with special emphasis in the certification exam and certification process among the competencies examined by external experts.

Supporting CPD The LLL interpretation of professional development related to the teaching profession emphasizes the need to support development, with particular emphasis on the early stages of the career (European Commission, 2018).

Behind the similarities of approaches and objectives on the EU level, there are huge differences in practice. The influence of national educational traditions and cultures prevails, and therefore the implementation of the same educational policy goal is followed by very different practices in each country (Anderson-Levitt, 2012).

The induction activity for new entrants includes opportunities for horizontal learning, provided that it is supported by the particular institution and the education system. By analysing the regulatory documents (TFM), we have shown that the system of supporting the CPD of Hungarian teachers is not sufficiently elaborated, in contrast to the detailed description of the control system. The mentor's qualifications, as well as supervisor activity records and responsibilities in preparing the intern for the internship exam, are not properly regulated. TALIS data prove that institutions in Hungary are unlikely to consider new graduates as interns, probably due to increasing teacher shortages, meaning trainee status is not real career socialization. Analysing the characteristics of the participating samples in formal and informal induction activity, we confirmed a significant correlation with national affiliation [Ď&#x2021;² (1) = 724.103, p <.001, Cramerâ&#x20AC;&#x2122;s V = 0.070].

As there are very few early-stage teachers in Hungary, it is no wonder that a significant number of respondents has not participated in mentoring programmes, since the introduction of mentoring programmes affects early-stage teachers of the last decade. This is also supported by the statement of the heads of institutions (Figure 10), according to which in Hungary two and a half times as many heads of institutions indicated that the mentoring programme is open to new graduates and through this, they socialize into the profession.

Figure 10 Stakeholders about the mentoring programmes

It is striking, however, that while in nearly one-fifth of the 47 countries surveyed; heads of institutions, in Hungary, indicate the involvement of all teachers or all those who change institutions this proportion is insignificant. Nearly half of the Hungarian teachers (Figure 10) did not participate in any induction activity. One-fifth of them were involved in a formal type and only half of the respondents report informal induction activities. 2013, the year of legislative introduction of the induction programmes, may provide evidence for the explanation of this 14 | data

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

phenomenon. Of course, the introduction of unique institutional initiatives (best practices) depends on the decision of a particular professional community.

The most important values of mentoring (Figure 11) - according to the heads of institutions are the development of teacher (pedagogical) and collaborative competences. This opinion emphasizes the importance of preparing for the internship exam as the examining board assesses the level of teaching competencies during the procedure.

Figure 11 The most valuable elements of mentoring according to the heads of institutions

As a value in the mentoring process, strengthening the candidatesâ&#x20AC;&#x2122; professional identity, expanding their subject knowledge or improving the general performance of students is less important according to Hungarian school leaders, unlike other TALIS participants (Figure 11).

Consequently, our statement about Hungarian regulatory documents (TFM) that monitoring professional development is more important than supporting it is confirmed.

Unfortunately, we could not make a comparison in two fields (Barriers to teacher participation in professional development and support provided to teachers participating in professional development), because there are no Hungarian answers to these questions in the teachersâ&#x20AC;&#x2122; dataset of TALIS 2018. Therefore, we tried to find data in the responses of headmasters on how they perceived obstacles to development and the support system. (Figure 12)

Figure 12 Opinion of the heads of institutions on the system supporting CPD 15 | data

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

As Figure 12 shows, the heads of Hungarian institutions are more positive about the financial obstacles to professional development and more sceptic about all other areas than the opinions of the heads in other TALIS countries. Our statistical calculations (Figure 12) indicate a significant correlation with national affiliation in all examined fields. The gap between the two samples on the following issues is of particular importance: There is a lack of employer support or There are no incentives for participating in CPD. The lack of stimulation and employer support proves our hypothesis (H.4) that the Hungarian support system has weaknesses compared to international practice.

Monitoring system for CPD While constructing the TFM it became clear that in Hungary the central documents represent a definite control intention of the legislature. Comparing the TALIS 2018 data series with the answers of the Hungarian respondents, we statistically proved that significantly more ( =32,7%) Hungarian teachers receive feedback on their activities than in the TALIS countries ( =28,1%) (Figure 13).

Figure 13 Subject of feedback

We found a significant correlation between national affiliation and self-assessment of the work in the case of external individuals or bodies [χ² (1) = 1772,702, p <.001, Cramer’s V = 0.085].

However, we underline that Hungarian teachers also receive feedback from the heads of institutions in most cases. (Figure 14).

Figure 14 The person or body giving feedback

Since we could not find any correlation, we could not substantiate our assumption that control has a more significant effect on the professional development of Hungarian teachers than learning motivation or interest (H.5).

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

Review of the TFM The outcomes of the study on dimensions of TFM induced addition with some new indicators.

Figure 15 shows the present state of TFM. The expansion of the control factor was necessitated by its dominant position in the Hungarian system. Indicators marked in green represent the new aspects of analysis as a result of the research.

Figure 15 The corrected TFM

As we incorporated professional satisfaction into the dimensions of the TFM as a new indicator, we examined whether it relates to the needs of CPD. In the TALIS countries, results are correlated [χ² (1) = 134.287, p <0.05, Cramer'sV = 0.023], but for Hungarian respondents χ² (1) = 0.092, p = 0.761, Cramer'sV = 0.0761] complete independence was demonstrated between the variables.

The correlation between indicators ‘Job satisfaction’ and ‘Barriers to learning’ requires further investigation because their emergence as an analytical aspect is undoubted, neither the previously examined Hungarian documentation nor the TALIS 2018 research made this possible.

(Figure 15) Our hypothesis (H. 6), stating that TFM is suitable to function as a starting point for largesample teacher research in Hungary has been confirmed with the above-mentioned corrections.

Its dimensions and indicator system are indeed able to systematize filtering and processing of large dataset, as it is supported by the Hungarian-related findings through the secondary analysis of the TALIS 2018 data.

CONCLUSION Traditionally, perspectives for the CPD of teachers require the systematic presence of at least three factors in a coherent, mutually supportive way: (1) clearly defined conceptual goals, expectations (learning outcomes), (2) supportive learning processes that help meet expectations, and (3) a system for monitoring and evaluating the results (Hargreaves & Goodson, 1996; Evetts, 2011). The TFM presented in the study aims to complement the previous three classic factors with an intensifying paradigm of professional learning. Therefore, in our research, we undertook to prove six hypotheses to obtain evidence of the Hungarian and international embedding of the four-dimensional structure and indicator system of TFM. 17 | data

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

We could not prove all of the hypotheses in the international environment but certified that TFM is useful for data collection and processing with a little supplement. Based on the correlation analysis of the TALIS data with the TFM developed by our research group it can be concluded that the beliefs of Hungarian teachers differ in many respects significantly from the views of their foreign colleagues (i.e. professional preparedness; career image; social prestige of the profession; career opportunities; the retaining power of the profession). Due to the burden of the detailed Hungarian control system on teachers, the ageing Hungarian teacher population also accepts the need for professional development, regarding the recent drastic educational policy interventions in the system environment (introduction of the teacher career model, certification system.

As for the motivation to choose the career path and the supposed directions of professional development, there is a significant difference among teachers ( TALIS-47=14.88, HUNGARY=12.77).

Pedagogical beliefs about career choice and career retention suggest that unprecedented pressures (expectations, compulsion to conform) on professionals harm career popularity, motivation for CPD and career satisfaction.

As a self-justification of the profession due to the low prestige of the profession, Hungarian teachers, except for one field (teaching in the multicultural environment), consider themselves to be significantly more competent than TALIS professionals, but still do not focus their development needs on this deficient field. The contradiction may lie behind the compulsion to conform as they seek to prove the opposite of what the society conveys to them.

What is hidden behind the opinion of the heads of institutions about the functions of the professional development (mentoring) system - that its most useful element is the development of teacher (pedagogical) competences – is the teacher qualification system, namely the obligate acquisition of Teacher I and Teacher II degrees as an unbearable burden for many professionals.

In our research, unfortunately, an extensive and comprehensive comparison of the TALIS questionnaires was hindered by the lack of Hungarian-related data in the TALIS database for many issues relevant to the depth of our analysis (e.g. Support provided to teachers participating in professional development; Total support provided to teachers participating in professional development, by school characteristics).

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