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Educational and Psychological Measurement
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Assessment of Teachers’ Attitudes about Professional Development

Bruce Torff

Hofstra University, bruce.torff{at}hofstra.edu

David Sessions

Hofstra University

Katherine Byrnes

Hofstra University

This article reports three studies in which a scale for assessing teachers’ beliefs about professional-development initiatives was developed and its scores evaluated for reliability and validity. Results indicated that the Teachers’ Attitudes About Professional Development (TAP) scale produced scores with high reliability, a stable one-factor structure, and satisfactory construct and discriminant validity (relative to measures of need for social approval, need for cognition, authoritarianism, and teacher self-efficacy). The studies support the theoretical and practical utility of the construct and measure of teachers’ beliefs about professional development.

Key Words: attitudes • measurement • professional development • teachers • validation

Educational and Psychological Measurement, Vol. 65, No. 5, 820-830 (2005)
DOI: 10.1177/0013164405275664
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