Teacher Tapp survey finds majority of teachers say professional development helps improve skills

Teacher Tapp has released survey results indicating that the majority of teachers believe their professional development is beneficial, with a significant interest in school-based research groups.

Teacher professional learning and development are considered crucial for enhancing teaching quality and student outcomes. According to the Organisation for Economic Co-operation and Development (OECD), effective professional development should be relevant, practice-based, and sustained over time to achieve lasting effects. The OECD states that aligning professional development with school goals and teachers' specific needs leads to more effective instructional practices.

The Teacher Tapp survey reported that 70% of elementary, 65% of middle, and 57% of high school teachers feel their professional development aids in their improvement. Among those satisfied, 62% cited relevance to their subject or role, 40% valued specificity to their needs, and 39% appreciated a focus on student learning. Teachers who did not find professional development helpful often pointed to a lack of these same qualities.

According to MyPayMySay, many teachers express interest in having greater autonomy in their professional development and decision-making within schools. This interest is reflected in the Teacher Tapp survey findings, which indicate that 52% of teachers would be willing to join a school-based research group, despite only 2% currently participating. The findings suggest an increasing demand for teacher-driven opportunities to explore educational practices and contribute to school improvement.

Teacher Tapp is a daily survey app designed to gather insights from educators about their professional experiences and opinions. Launched in 2017, the platform was co-founded by Laura McInerney, Becky Allen, and Ben White to provide real-time data from teachers across the United Kingdom. The app now collects thousands of responses daily, offering researchers and policymakers a detailed view into classroom practice and teacher sentiment.