Jurnal Kependidikan (Mar 2024)

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

  • Fitra Jaya

DOI
https://doi.org/10.33394/jk.v10i1.9718
Journal volume & issue
Vol. 10, no. 1
pp. 22 – 34

Abstract

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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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