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Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education Jaya, Fitra
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.9718

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.