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In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers' well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits. • 21-day experience sampling on 753 primary school teachers' professional development activities (PD). • Teachers rarely reflect on their pedagogical work in teams and at their school. • Teachers who show more PD activities overall are more satisfied with their job. • On days with more PD activities, teachers report more work-related stress. • Teachers' daily PD activities are positively related to their perceived learning benefits. [ABSTRACT FROM AUTHOR]

Teachers are drivers for change in school improvement. However, not all teachers participate in further developing schools' educational practice. This study aimed to understand conditional factors in teachers' involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities aimed at increasing professional capital. Structural equation modeling analyses based on a sample of N = 1232 teachers at N = 59 schools indicated partial mediations of cognitive and social boundary-crossing activities on the relationship between leadership perception and involvement. This study contributes to the literature by illuminating the potential of teachers' activities to enhance professional capital for school improvement. • Teachers are crucial drivers for change in the school improvement process. • Teachers vary substantially in their involvement in changing educational practice. • There is a positive association between teachers' leadership perception and their involvement. • The relationship between leadership perception and involvement is partially mediated by boundary-crossing activities. • Boundary-crossing activities are vital to increasing teacher involvement in school improvement. [ABSTRACT FROM AUTHOR]