Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Authors

  • Fitra Jaya Faculty of Education and Teacher Training, Universitas Terbuka, Indonesia

DOI:

https://doi.org/10.33394/jk.v10i1.9718

Keywords:

Research-Based Teaching, Teacher Self-Efficacy, Teacher Education, Professional Teaching and Learning.

Abstract

This study aims to analyze the perception of implementing research-based teaching and teacher self-efficacy in improving professional teaching and learning. This study used a quantitative approach with the survey as a data collection method. 187 teachers were involved in the study spread across three different provincial regions. Data collection was conducted using questionnaires related to teachers' perceptions and self-assessments of research-based teaching, teacher self-efficacy, and professional teaching and learning. The analysis used a two-step approach involving measurement and structural model using structural equation modeling (SEM) analysis. The results showed that research-based teaching has  an assential role  in improving professional teaching and learning. In addition, teacher self-efficacy also affects the development of teaching and learning professionals, indicating that teacher confidence in their teaching ability has a significant impact on the quality of student learning. The use of research-based teaching by teachers not only increases the efficacy of their teaching, but also positively impacts the learning experience of students, enriching and expanding the quality of learning.

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2024-03-09

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Jaya, F. (2024). Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 10(1), 22–34. https://doi.org/10.33394/jk.v10i1.9718

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Vol. 10 No. 1 (2024): March

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