Relationships Among Elementary Teachers' Administrative Workload, Professional Development Activities, and Teaching Competence

Objectives This study aims to empirically examine the relationships among teachers' administrative workload, professional development activities, and teacher capacity using quantitative data. Methods Data from waves 1-3(2021-2023)of the Korean Teacher Longitudinal Study (KTLS) were analyzed using descriptive statistics and panel regression analysis. Results First, teachers' administrative workload remained consistent over the past three years. Second, administrative workload showed no significant impact on professional development activities or teacher capacity. Third, collaborative activities improved instructional and student guidance capacities, while training programs enhanced instructional capacity. Fourth, collaborative school cultures and supportive environments positively influenced professional development, particularly benefiting early-career teachers by fostering peer collaboration and increasing individual training opportunities. Conclusions The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them.