Mediating Role of Teachers’ Self-Efficacy and Psychological Capital in determining Success during Learning Transition Periods in Vocational Education

Abstract

Polemics on the low quality of teaching and learning outcomes during the period of transition from online to offline learning is an issue that must be addressed by vocational education institutions. This study aims to analyze the effects of retraining and teaching experience on successful learning outcomes during the transition period, either directly or through the involvement of self-efficacy and psychological capital as mediators. An ex-post-facto study that adopted a research design from Cohen, Lawrence & Keith (2011) was carried out with a sample of 247 vocational education teachers in Indonesia. Data on all variables were collected through a closed questionnaire method based on a four-point Likert-scale. The data were then analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study reveal that retraining and teaching experience have a significant effect on the success of learning outcomes during the transition between online and offline teaching methods in vocational education. There is a significant indirect effect of the two exogenous variables through the mediating involvement of self-efficacy and psychological capital. In Vocational education it is very important to organize the retraining that is needed among teachers to improve the quality of learning in the learning transition period, in addition to providing more teaching experiences to strengthen self-efficacy and provide sufficient psychological capital so that the quality of learning outcomes can be enhanced and sustained.