Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
This study highlights teachers’ involvement in professional development (PD) activities teachers in the Darussalam Modern Islamic Boarding School (DMIBS), East Java, Indonesia. It evaluates the implementation of PD programs by identifying teachers` perception toward PD they participated in. The s...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitepark
2017
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/59962/1/EDUPIJ_94_azamnali.pdf http://irep.iium.edu.my/59962/ http://www.edupij.com |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study highlights teachers’ involvement in professional development (PD) activities
teachers in the Darussalam Modern Islamic Boarding School (DMIBS), East Java,
Indonesia. It evaluates the implementation of PD programs by identifying teachers`
perception toward PD they participated in. The study used a survey research approach
to investigate professional development and the level of teacher`s self-efficacy at the
boarding school. The majority of teachers have a high level of satisfaction toward the
implementation of PD activities in DMIBS in terms of course content, instructor,
relevancy to teaching practice and course management. Also, teachers reported that
the school had given them an adequate opportunity to participate in different types of
PD activities. However, the study did not find significant differences between the
length of teaching experience and teachers’ academic qualifications in teachers`
perceptions towards PD activities. Some studies found that teachers with higher levels
of academic qualification, showed higher and increased levels of efficacy. However,
the current study did not show similar results as teachers with degrees and DMIBS
qualifications respectively showed no significant differences in their levels of efficacy.
This indicates that having different academic qualifications did not affect the increase
in teachers` efficacy. |
|---|