The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia's underprivileged region. (October 2022)

• Record Type: Journal Article
• Authors: Asih, Ria; Alonzo, Dennis; Loughland, Tony
• Is Part Of: Teaching and teacher education. Volume 118(2022)
• Publication Date: 2022-10
• Subjects: Mandatory professional development -- Underprivileged region -- Primary school teachers -- Sources of efficacy information -- Teacher self-efficacy beliefs; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103824
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: The use of mandatory professional development (PD) in developing countries is widely criticised due to its limited impact on improving teacher practices. We investigated the relationships between teachers' perception of mandatory PD and their self-efficacy beliefs with the mediating effect of sources of efficacy information. Structural equation modelling of survey data from 356 primary school teachers revealed that teachers' perception of mandatory PD does not predict their self-efficacy beliefs. However, when mediated by the sources of their efficacy information, their perception positively predicts their self-efficacy beliefs. These results have extended our understanding of how mandatory PD can effectively influence teacher practices. Highlights: Mandatory PD programs following Desimone's five key features are not directly associated with TSE beliefs. Teachers' sources of efficacy information mediate the relationship between mandatory PD and TSE beliefs. The mandatory PD programs' key features work together with four sources of efficacy information.