Teacher Disposition as a Mediator of Professional Development Outcomes: A Closer Examination of Out-of-Field Physics Teachers

Abstract

Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained professional learning opportunities that enhance the content knowledge and pedagogical skills of out-of-field physics teachers. This case study examines the impact of teacher disposition on learning outcomes among participants in a three-year, targeted, and intensive physics professional development (PD) program. Using a qualitative data collection process, this study found that teachers who demonstrated a positive disposition toward the PD program exhibited notable gains in physics content knowledge, adopted student-centered instructional approaches, and reported increased self-efficacy in teaching physics compared to their less positively disposed counterparts. The findings underscore the need to consider and address teacher disposition as a mediating factor in the effectiveness of professional development for educators. The implications highlight the critical role of teacher disposition in shaping their learning outcomes, emphasizing the need to engage educators’ beliefs, motivations, and attitudes within supportive, reflective learning environments. By embedding dispositional awareness into PD frameworks, program designers can enhance and foster more meaningful and sustained teacher benefits.