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All Journal Jurnal Pengembangan Profesi Guru dan Dosen JIEELT
Try Mahendra Siregar
Universitas Syiah Kuala
Education Other

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Continuing Professional Development Participation, Perceived Institutional Support, and Burnout Among Secondary School Teachers: A Structural Equation Modelling Approach Try Mahendra Siregar; Rahmat Sapaat Siregar
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.126

Abstract

Teacher burnout has intensified internationally, with secondary school teachers reporting sustained overload, emotional strain, and reduced professional efficacy. While workload and classroom demands are established antecedents, less is known about how teachers’ continuing professional development (CPD) participation especially in forms that are collaborative and practice-embedded relates to burnout when teachers’ perceived institutional support (PIS) is considered. This study examined the relationships between CPD participation, perceived institutional support, and burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment) among secondary school teachers, drawing on the Job Demands–Resources (JD–R) model and organisational support theory. A cross-sectional survey was administered to 210 secondary school teachers. Measures included the Maslach Burnout Inventory–Educators Survey (MBI ES), a CPD engagement scale capturing formal, informal, and collaborative CPD participation, and an adapted Perceived Organisational Support measure (Eisenberger et al.). Data were analysed using PLS SEM in SmartPLS 4. Measurement model evaluation included indicator reliability, internal consistency (CR), convergent validity (AVE), and discriminant validity checks. Structural paths were assessed using bootstrapping, effect sizes (f²), and predictive relevance indicators. The measurement model demonstrated acceptable reliability and convergent validity. Structural results indicated that perceived institutional support was negatively associated with emotional exhaustion and depersonalisation, and positively associated with personal accomplishment. CPD engagement showed a small direct association with reduced burnout, with stronger links evident for collaborative CPD. Additionally, perceived institutional support partially mediated the relationship between CPD engagement and burnout dimensions. Findings suggest that CPD is most protective against burnout when embedded in supportive institutional conditions. Policy and school leadership should treat CPD and institutional support as coupled resources designed to build instructional capacity while also buffering chronic strain.
Digital Professional Learning Networks and the Construction of Professional Identity Among Preservice EFL Teachers: A Qualitative Inquiry Try Mahendra Siregar; Rahmat Sapaat Siregar
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/hrkeqw17

Abstract

This qualitative study examined how engagement with digital Professional Learning Networks (PLNs) shapes the professional identity construction of preservice English as a Foreign Language (EFL) teachers. Framed within Wenger’s Communities of Practice theory and Vygotskian sociocultural principles, the research addressed a critical gap concerning the social-epistemological mechanisms through which informal, digitally-mediated networks contribute to identity formation during initial teacher education. Participants were 18 final-year preservice EFL teachers who actively participated in digital PLNs across multiple platforms (Twitter/X, Instagram, Facebook groups). Data comprised semi-structured interviews, reflective journals, and digital artefacts (screenshots of networked interactions). Thematic analysis generated three overarching themes: (1) digital legitimate peripheral participation – characterised by gradual shifts from observation to contributive engagement; (2) resonant resource ecologies – participants’ curation of personalised content streams that affirmed emergent pedagogical selves; (3) identity dissonance and negotiation – tensions encountered when digital PLN narratives contradicted institutional placement realities. Findings underscore that digital PLN engagement enables preservice EFL teachers to rehearse professional identities, access diverse communities of practice, and negotiate between aspirational and enacted selves. However, identity dissonance emerged as a consequential phenomenon when digitally-internalised professional discourses encountered traditional school micro-politics. The study concludes that teacher education programmes must explicitly scaffold critical digital PLN participation, fostering reflective meta-awareness of how networked interactions mediate teacher identity development.
Learning to Teach Alongside Machines: A Narrative Inquiry of In-Service English Teachers Transitioning to AI-Enhanced Classrooms Try Mahendra Siregar; Rahmat Sapaat Siregar
Journal of Innovation in English Education and Language Teaching Vol. 1 No. 2 (2025): APRIL 2025
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/gevp8269

Abstract

This narrative inquiry examines how eight in-service English teachers in secondary schools experienced and made meaning of their transition to AI-enhanced classrooms over an 18-month period. As generative AI tools rapidly penetrate language education, teachers confront not merely technical adjustments but fundamental disruptions to professional identity, pedagogical authority, and the relational core of teaching. Drawing on Clandinin and Connelly's (2000, 2020) three-dimensional narrative framework, we collected life story, transition story, and current practice interviews from four experienced (12+ years) and four novice (2–5 years) teachers. Narrative analysis revealed four emplotted identity positions: the reluctant adapter (negotiating imposed integration), the AI evangelist (embracing transformative potential), the pragmatic negotiator (selective, context-driven use), and the anxious skeptic (moral and pedagogical opposition). Cross-cutting themes included loss of craft knowledge, emergence of new forms of professional expertise (curation, verification, ethical reasoning), and persistent ethical unease regarding surveillance, data privacy, and learner autonomy. Temporal analysis identified characteristic transition challenges: initial shock and threat appraisal (months 1–4), experimental adaptation (months 5–10), and differential stabilization (months 11–18). Findings suggest that transitions to AI classrooms are neither linear nor technologically determined but are mediated by prior professional identities, institutional cultures, and opportunities for narrative reconstruction of practice. We argue for professional development that acknowledges grief, supports situated experimentation, and attends to the ethical affordances of AI as pedagogical partners rather than replacements.
Co-Authors Rahmat Sapaat Siregar Rahmat Sapaat Siregar Rahmat Sapaat Siregar