Assessment of Instructional Intervention in the Professional Training Programs of Teachers as a Motivating Factor of Their Professional Development

In this paper, the authors start by considering the possibilities offered by professional development programs to teachers. These programs imply designed and planned monitoring of one’s teacher competencies, in order to respond to contemporary demands and societal needs adequately. The aim of the research was to examine whether the evaluation of instructional interventions in professional development programs for teachers, in terms of their applicability to educational work with students, affects the teachers’ motivation for further professional development. In this context, teachers’ expectations from these programs were analyzed, as well as their sense of responsibility for learning outcomes (student achievements, teaching quality, student relations, etc.). The research sample included elementary school teachers from the city of Novi Sad. This research can contribute to a better understanding of the needs and expectations of teachers from professional development programs. At the same time, it can also serve as a guideline for the further improvement of the efficiency and content of these programs.