Abstract

 
 
 When equipped with strong professional learning capacity, teachers are capable of enhancing their efficacy in teaching. However, existing research has seldom revealed how teacher capacity of professional learning influences teacher self-efficacy. This study aims to explore the relationship between teacher capacity of professional learning (TCPL) and teacher self-efficacy (TSE). A convenience sampling methods was used in this study to collect data. Structural equation modelling was employed to analyse and validate the relationship between TCPL and TSE. Results show that teacher professional consciousness positively predicted teacher engagement in experimentation. Teacher professional consciousness positively predicted teacher professional reflection. Teacher engagement in experimentation positively predicted teacher professional reflection. Teacher professional reflection positively influenced TSE. Teacher professional consciousness indirectly predicted TSE through professional reflection. Teacher engagement in experimentation indirectly predicts teacher self-efficacy through professional reflection.
 Keywords: Teacher capacity, professional learning, professional consciousness, professional reflection, engagement in experimentation, self-efficacy.
 
 
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: New Trends and Issues Proceedings on Humanities and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
