Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools

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...

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Main Authors: Othman, Azam, Masum, Ali
Format: Article
Language:English
Published: Universitepark 2017
Subjects:
L Education (General)
Online Access:http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/1/EDUPIJ_94_azamnali.pdf
id iium-59962
recordtype eprints
spelling iium-599622017-12-12T04:12:53Z http://irep.iium.edu.my/59962/ Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools Othman, Azam Masum, Ali L Education (General) 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. Universitepark 2017 Article PeerReviewed application/pdf en http://irep.iium.edu.my/59962/1/EDUPIJ_94_azamnali.pdf Othman, Azam and Masum, Ali (2017) Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools. Educational Process: International Journal, 6 (2). pp. 7-19. ISSN 2147-0901 E-ISSN 2564-8020 http://www.edupij.com 10.22521/edupij.2017.62.1
repository_type Digital Repository
institution_category Local University
institution International Islamic University Malaysia
building IIUM Repository
collection Online Access
language English
topic L Education (General)
spellingShingle L Education (General)
Othman, Azam
Masum, Ali
Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
description 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.
format Article
author Othman, Azam
Masum, Ali
author_facet Othman, Azam
Masum, Ali
author_sort Othman, Azam
title Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
title_short Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
title_full Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
title_fullStr Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
title_full_unstemmed Professional development and teacher self-efficacy: Learning from Indonesian modern Islamic boarding schools
title_sort professional development and teacher self-efficacy: learning from indonesian modern islamic boarding schools
publisher Universitepark
publishDate 2017
url http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/
http://irep.iium.edu.my/59962/1/EDUPIJ_94_azamnali.pdf
first_indexed 2023-09-18T21:25:00Z
last_indexed 2023-09-18T21:25:00Z
_version_ 1777412132380344320

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