Abstract
ABSTRACT Professional Development (PD) is regarded a critical channel through which teacher instructional effectiveness improves. However, research shows that teacher discontent with PD is widespread. Bridging literature in organisational decision and labour economics, this study theorises that variation in how schools collect, process and respond to information on teacher needs can influence the degree of information friction in PD provision. Applying a two-step empirical analysis to the Teaching and Learning International Survey (TALIS) 2013 and 2018 United States sample (n = 4,336), findings reveal that teachers demonstrate high levels of concentrated PD need, yet schools do not meet these reported needs. Regression analysis results show that those schools demonstrating higher degrees of plurality in leadership and school autonomy are more effective in addressing teacher needs, while the effect of principal-staff interaction is more complex. Findings contribute new evidence on information friction in teacher PD provisionand identify effective management means in addressing information problems in school settings.
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