Facilitators in Teacher Professional Development: Predictors of Acceptance and Feasibility of Language Skill Interventions

This study investigates factors affecting facilitators’ acceptance and estimated feasibility within teacher professional development as key attitudes relevant to the transfer process of such initiatives. Drawing on survey data from 41 facilitators participating in a multi-project professional development program focused on language skills and literacy across primary and secondary education, the study tested three regression models examining the effects of facilitators’ professional background, contextual working conditions, and their evaluation of the qualification program on those key attitudes. The results indicate that both contextual conditions and facilitators’ evaluations of the qualification significantly predicted their attitudes toward the intervention. A positive evaluation of the qualification program was associated with higher acceptance and estimated feasibility. In contrast, engagement in parallel formats of teacher professional development activities negatively predicted feasibility, suggesting that workload pressure may hinder the perceived viability of implementing new practices. Additionally, a marginally significant positive relationship between perceived autonomy and feasibility suggests potential benefits of autonomy-supportive training environments. Future research should further explore autonomy’s role with larger and more diverse samples. Facilitator characteristics, such as prior experience in language or adult education, did not significantly predict acceptance or feasibility—possibly reflecting the compensatory effects of high-quality training or limited variability within the sample. Overall, these findings underscore the importance of both structural conditions and training quality in shaping facilitators’ readiness to implement new practices. They highlight the need to reduce competing demands and to design engaging, high-quality training formats that enhance the success of professional development programs. This study contributes to a clearer understanding of the transfer process and supports the development of more effective and sustainable training interventions in educational contexts.