Teachers rated Personalized Professional Learning significantly higher than school librarians (p = .031)¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? On the Personalized Professional Learning construct, a statistically significant librarian–teacher difference emerged (p = .031), while administrator–teacher (p = .919) and administrator–librarian (p = .094) differences were not significant. → Felicia Warden · Andrew A. Tawfik 2026
Evidence¶
Felicia Warden · Andrew A. Tawfik 2026¶
Felicia Warden · Andrew A. Tawfik. (2026). Comparing perceptions of the school librarian using the future ready school—librarian framework. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10670-7
q3 · i? · associational · r1
Survey analysis (N = 186) showed teachers (M = 3.15, SD = 1.24) rated librarians' fulfillment of Personalized Professional Learning higher than librarians rated themselves (M = 2.63, SD = 1.10); "a statistical significance between the school librarian and teacher roles (p =.031)". No effect size was printed.
"Post hoc testing using pair-wise analysis and Tukey HSD identified a statistical significance between the school librarian and teacher roles (p =.031) on the construct of Personalized Professional Leadership, but did not show a statistically significant difference between the administrator and teacher roles (p =.919)"
Discussion¶
Related Claims¶
- School librarians rated Budget and Resources significantly lower than teachers (p = .019) — related
- School librarians rated Robust Infrastructure significantly lower than both teachers and administrators — related
- Teachers rated Use of Space and Time significantly higher than school librarians (p < .001), with no significant administrator–teacher or administrator–librarian differences — related
- No statistically significant stakeholder differences on Literacy, Curriculum, Instruction and Assessment, Community Partnerships, Collaborative Leadership, or Data and Privacy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teachers-rate-personalized-professional-learning-higher |
title |
Teachers rated Personalized Professional Learning significantly higher than school librarians (p = .031) |
description |
Teachers rated Personalized Professional Learning significantly higher than school librarians (p = .031) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — felicia-warden-andrew-a-tawfik-2026 |
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