Perception of the Part-Time Teachers’ Professional Development Needs, Barriers, Feedback, and Job Satisfaction: Case of Serbia from Talis 2013 Sample

The research aimed to determine significant relationships between selected dimensions of professional life and the work of part-time teachers in a sample of respondents in the Republic of Serbia. In testing the model on a sample from the TALIS 2013 (Teaching and Learning International Survey), which consisted of dimensions of professional development (general and specific), barriers to professional development, evaluation and job satisfaction, showed statistically significant relationships between feedback, specific needs of professional development, and less significant links between the general needs of professional development and the barriers to this development with job satisfaction. Quantitative methods were followed to report the results of the cross-sectional study. Partial least square structural equation modelling (PLS-SEM) was utilised to assess the quantitative data. Research with this sample of surveyed teachers has not been done so far.