This quantitative study examines the effects of a mandatory teacher professional development (PD) program on the sources of teacher self-efficacy beliefs, and Indonesian teacher self-efficacy beliefs. Instruments used in this study were the Teacher Professional Development Scale (Main & Pendergast, 2017), Sources of Efficacy Information in Professional Learning Environments (Dellinger, 2001), and Teacher Efficacy Beliefs System-Self (Dellinger, et. al., 2008). Samples of this study were 356 public primary school teachers (M = 45.65 year-old) in Bima, Indonesia. Bima was chosen as the study site based on its characteristics as an educationally disadvantaged region with limited teaching and learning sources, making its education quality lags behind the national standard. Three closely-related studies were implemented to validate the used instruments, examine the role of participants’ demography, and analyse the relationship among variables. Results from the Confirmatory Factor Analysis (CFA) show that the globally-used instruments were adjusted to the contextual bounds of the study site. Results from the t-test and ANOVA analyses show that the participants’ demography mostly correlated to their self-efficacy beliefs. Results from the Structural Equation Modelling (SEM) analysis show that sources were a critical mediator between mandatory teacher PD program and Indonesian teacher self-efficacy beliefs. This study demonstrates that teacher self-efficacy beliefs have relevance for practice in the Indonesian public education where its enhancement partly depends on government support. In this case, the gap between a high-quality PD program and teacher quality improvement can be linked through meaningful support during the program application.
Ria Asih, University of New South Wales, Australia