THE IMPACT OF INSERVICE TRAINING ON TEACHER-BEHAVIOR

Nowadays, a considerable amount of time, money, and energy is invested in inservice education or training (INSET). Yet, our knowledge of des ign features and implementation conditions in schools that make INSET effective, is still limited. To examine the outcomes of inservice acti vities the impact ratings of a sample of teachers and principals who p articipated in individual-based and school-focused INSET were regresse d on school characteristics, features of inservice programs, implement ation characteristics, and types of inservice activity. Findings from this study suggest that some school characteristics, features of inser vice programs, and implementation characteristics contribute to the im pact of inservice training. Variables like external support, hours spe nt on INSET activities, degree of participation, teacher educators' co mpetence, implementation conditions, and the use of principal's steeri ng functions are subject to alteration to increase inservice training effectiveness.