Teacher professional development has long been of interest since it affects teachers' learning, the practice of teaching, and student learning. In reality, as substantial resources have been spent on professional development, policy makers increase their search for evidence-based research about its effects on teachers' and students' outcomes. Therefore, it is imperative to use a solid framework evaluating professional development. Specifically, Desimone (2009) provides a comprehensive framework for evaluating the effect of professional development. Specifically, she represents that: 1) core features of effective professional development are content focused, active learning, coherence, duration, and collective participation; 2) the way this effective professional development affect teachers' knowledge, their practice, and finally students' learning; and 3) contextual factors such as student characteristics, teacher characteristics, and school characteristics are related to the effectiveness of professional development. Through this study, Desimone's framework has been supported by both theoretical literature and empirical studies. Furthermore, some implications were provided for policy makers and school leaders as well as for teachers in Korea.

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Using TALIS (Teaching and Learning International Survey) 2013 data collected from Korean middle school teachers, this paper explores the relationship among distributed leadership, teachers' self-efficacy, and teachers' job satisfaction. The results from using the structural equation modeling showed that distributed leadership had a positive effect on teachers' job satisfaction. Additionally, distributed leadership had a positive effect on teachers' self-efficacy.Further, teachers' self-efficacy had a positive effect on teachers' job satisfaction. Finally, teachers' self-efficacy conducted a mediating variable between distributed leadership and teachers' job satisfaction. The results from the study suggest that policy for enhancing teachers' self-efficacy is needed as well as active implementation of distributed leadership in school as a way to increase teachers' job satisfaction.

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